1. 1. Diagnostic Learning LogsTanya WrobleskiAssignment #2 PIDP 3230 Instructor: Doug Mauger
2. 2. Objectives of this Discussion To provide an overview of DiagnosticLearning logs To discuss the hows and whys ofusing this technique To discuss the implementation processto ensure reliability and validity To discuss challenges associated withusing this tool
3. 3. Self knowledge is our best resourcesfor making informed choices in an unpredictable universe (Fenwick et al, 2009)
4. 4. A Diagnostic Learning Log: Is an informal assessment tool Allows learners to track their learningduring in-class teaching, assignments orexams Provides regular feedback for theinstructor and learners
5. 5. Context for using this Tool Courses with consistent types offormative assessments and performanceactivities Courses that provide regular feedbackon performance Upper level courses
6. 6. How can the Diagnostic LearningLog be used? Instructors can apply this tool to any partof their curriculum Provides opportunities for feedback andinstructor/ learner collaboration Instructors can monitor the impact of thechanges made in response to thelearning logs
7. 7. Example A:Lecture on a specific topic:
8. 8. Example B:Diagnostic Learning log applied toexam:Example,Lecture on aspecific topic:
9. 9. Why choose the DiagnosticLearning Log? Provides the instructor withinstructional focus Serves as a framework to developpractice skills for self directed learning Develops accurate self assessment
10. 10. Summary of Benefits forLearners Track their learning Allows for collaboration aroundteaching focus Develop accurate self assessment Provides a framework for self directedlearning
11. 11. Summary of Benefits forInstructors Versatile application Provides instructional focus Provides feedback on learners knowledge Allows for collaboration around studentslearning Impact of changes made as a result of theselogs can be monitored Vehicle for promoting the skill of self directedlearning
12. 12. Ensuring SuccessfulImplementation Allow sufficient time to introduce the tool Be specific in your instructions Provide a sample format with guidingquestions Inform learners that they will be: - Keeping a record of what they learned - Assessing their own learning Copies of these logs, should be submitted at
13. 13. Sample Guiding Questions Briefly describe the assignment or test. What was itabout?Give one or two examples of your most successfulresponses. Try to explain what things you did tomake them successful. Give one or two examples, if relevant, of errors orless successful responses. What did you do wrongor fail to do in each case? The next time you confront a similar situation, what,if anything, could you do differently to increase yourlearning? (Angelo et al, 1993)
14. 14. Reliability and Validity Content Validity Consequences Validity Predictive Validity Process Validity Reliability(Mauger, 2012)
15. 15. Challenges with this tool Requires preparation and class time tointroduce and implement effectively Link between using the tool and programoutcomes needs to be clear Feedback from instructor is needed atregular intervals Balanced focus is vital to ensure learnersdo not become discouraged
16. 16. Thank you & Good Luck
17. 17. References Angelo, T. A. & Cross, K, P. (1993).Classroom assessment techniques: ahandbook for college teachers. (2nd ed.) SanFrancisco: Jossey-Bass.Fenwick, T. J. & Parsons, J. (2009). Theart of evaluation. (2nd ed.). Toronto, Ontario:Thompson Educational Publishing Inc. Mauger, D. (2012). PIDP 3230 evaluation of learning. Online Course