Currently, MPS is focusing on using our initial screening assessment in year 1 (2017-2018), and diagnostic assessments are based on site choice to determine what learning needs students have for instruction.
Diagnostic assessments are the next step after universal screening and are typically used for students who were identified as potentially being at risk for not meeting grade level standards. The goal of diagnostic assessments is to get more information about all students and determine their instructional needs by identifying students’ current knowledge, strengths, misconceptions and skill gaps. Diagnostic assessments should be used when there is a high probability that they will provide new information to help plan more effective instruction for that particular student, which in turn should determine how to better meet that student’s needs in core instruction and whether or not a student requires supplemental support, in addition to differentiated core instruction.
Diagnostic assessments support educators in answering the following question, “What instruction do students need tomorrow to move toward the next benchmark/learning priority?” Characteristics of diagnostic assessments include:
Administered to selected students (identified from Universal screener)
Related to the skills/knowledge in the learning objectives
Identifies strengths and gaps in student skills, ability, and knowledge
Appropriate in design and delivery mode
Reliable and valid (The assessment must have undergone psychometric analysis by a psychometrician.)
To learn more about the specific diagnostic assessments for Math,
check out the PK-12 Math Assessment and Intervention Matrix.