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Teacher Resources for ERLI
Purpose of the Diagnostics:
We use the diagnostics as a means of comparison between what a student knows and can do at the beginning of the semester and what they know and can do at the end to evaluate whether or not they have met the course outcomes.
- The diagnostics are cumulative, and should cover all the outcomes for the course.
- The material on the diagnostics should be end-of level in difficulty. Thus almost all the students should fail the diagnostic while most of them should pass the cumulative final exam.
- The questions on the diagnostics should be production-based. This means no multiple choice, T/F, or fill-in-the-blank.
- The distribution of points on the diagnostic should roughly equal between the course outcomes. For example, in creating a reading diagnostic, don’t give an excessive number of points to vocabulary over the other skills in the reading outcomes.
- The grade for the diagnostics does not affect their class average. However, if a new student earns an 80% or higher on the diagnostic they are eligible to move up to the next level in that course subject.
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