Diagnostic Questioning and using it Pt.1
Hello!
I've been creating some additional diagnostic questions.
I realised in the last post I didn't actually clarify what they are, or why I've been creating them.
Rather than me try and explain what they are, I feel it may be better to let someone else:
"Diagnostic questions are designed to help identify, and crucially understand students’ mistakes and misconceptions in an efficient and accurate manner. In future blog posts we will look at exactly how we can collect in this information and respond to it in the heat of a lesson, but here I want to focus on what it is that makes a question a diagnostic one, and why I have been getting things wrong for so long."
Craig Barton
Essentially these are questions that have been created to help teachers easily diagnose misconceptions by using a question that has been designed to include the most common misconceptions.
For example, if we look at one example below:
Answer A: Is the correct answer, clearly the student is happy with transforming trigonometric graphs. (Maybe not clearly, but.)
Answer B: They have seen a 2 in the graph and simply confused the answer with this.
Answer C: They have confused a stretch parallel to the y-axis with the rules for stretches in the x-axis.
From this I can easily diagnose where I must focus my intervention with these pupils and any other future classes.
I am currently developing this as part of a disciplined inquiry within my school. I've seen some interesting information arise and hoping to put this information to good use in terms of my intervention for Year 12 students.
I have uploaded any resources I've created from this inquiry to both TES and Diagnosticquestions.com so you can use them.
Below is the link to the latest set of questions I have created about AS Exponentiation and Logarithms.
https://diagnosticquestions.com/Quizzes/Go#/113668
https://www.tes.com/teaching-resource/as-exponentiation-and-logarithms-w-answers-12070361
If these were useful in anyway, or not at all useful then let me know how I can improve.
Dux
I've been creating some additional diagnostic questions.
I realised in the last post I didn't actually clarify what they are, or why I've been creating them.
Rather than me try and explain what they are, I feel it may be better to let someone else:
"Diagnostic questions are designed to help identify, and crucially understand students’ mistakes and misconceptions in an efficient and accurate manner. In future blog posts we will look at exactly how we can collect in this information and respond to it in the heat of a lesson, but here I want to focus on what it is that makes a question a diagnostic one, and why I have been getting things wrong for so long."
Craig Barton
Essentially these are questions that have been created to help teachers easily diagnose misconceptions by using a question that has been designed to include the most common misconceptions.
For example, if we look at one example below:
Answer A: Is the correct answer, clearly the student is happy with transforming trigonometric graphs. (Maybe not clearly, but.)
Answer B: They have seen a 2 in the graph and simply confused the answer with this.
Answer C: They have confused a stretch parallel to the y-axis with the rules for stretches in the x-axis.
From this I can easily diagnose where I must focus my intervention with these pupils and any other future classes.
I am currently developing this as part of a disciplined inquiry within my school. I've seen some interesting information arise and hoping to put this information to good use in terms of my intervention for Year 12 students.
I have uploaded any resources I've created from this inquiry to both TES and Diagnosticquestions.com so you can use them.
Below is the link to the latest set of questions I have created about AS Exponentiation and Logarithms.
https://diagnosticquestions.com/Quizzes/Go#/113668
https://www.tes.com/teaching-resource/as-exponentiation-and-logarithms-w-answers-12070361
If these were useful in anyway, or not at all useful then let me know how I can improve.
Dux
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