Contents introduction II. Body

§3. USING DIFFERENT TYPES OF ASSESSMENT IN LANGUAGE TEACHING.
Diagnostic assessment is a form of pre-assessment that allows a teacher to determine students' individual strengths, weaknesses, knowledge, and skills prior to instruction. It is primarily used to diagnose student difficulties and to guide lesson and curriculum planning. diagnostic assessment benefits both the instructor and the students. First, it allows teachers to plan meaningful and efficient instruction. When a teacher knows exactly what students know or don't know about a topic, she can focus lessons on the topics students still need to learn about rather than what they already know. This cuts down on student frustration and boredom.
Second, it provides information to individualize instruction. It may show a teacher that a small group of students needs additional instruction on a particular portion of a unit or course of study. He can then provide remediation for those students so that they can fully engage with new content. Similarly, if a teacher discovers that a group of students has already mastered a large portion of a unit of study, he can design activities that allow that group to go beyond the standard curriculum for that topic through independent or small group study.
Finally, it creates a baseline for assessing future learning. It shows both the teacher and the students what is known before instruction has occurred.
The terms often identified in the language assessment and testing literature to refer to assessment of students are formative and summative assessment. I preferred to use formative assessment in order to check pupils’ comprehension.
In fact, diagnostic assessment is also one type of formative assessment for gathering information which helps teachers identify learners’ strengths and weaknesses with regards to course content. This assessment is often used before teaching commences. Using diagnostic assessments can support a teacher’s decisions about the content that will be taught as well as the approach of assessing that content. The focus of diagnosis is most important. Diagnostic test which will measure the concepts I want to teach is to gather information which helps me to identify students` weaknesses on the taught material. For instance, I conduct a speaking lesson, distribute cue cards and asked them to prepare 2 minute speeches or ask them to make dialogues in pairs as my aim is to identify their communicative speech and competences.
In my homework task 1 I used info Task-based method to develop my students’ speaking skills and give equal opportunities to all students to speak during the lesson. With the help of this technique I am planning to teach the elements of successful communication. In Reading and Writing course content involves developing students’ communication skills in all spheres of life. Besides this subject has one of the continuous assessment tasks is writing a critical review of a short commentary. I will develop the following diagnostic assessment tool:
_{Diagnostic assessment tool 1: Match the following definitions with its terms}

#	Terms	Definitions	Answers
1	back of the net!	fantastic!
2	to throw in the towel	to quit
3	to play your heart out	to compete with a lot of passion
4	to give 110%	to try as hard as you possibly can
5	to be strong on paper	to be a good idea in theory
6	to be a game of two halves	more can happen later
7	to be a big ask	to be a difficult thing to ask somebody to do

In this diagnostic assessment tool, I have focused on whether students are familiar with these sport idiomatic expressions and the influence of those elements on understanding. The results of the diagnostic assessment tool 1will tell me whether students can do analysis of the story. To develop other diagnostic assessment tools help of True/False, Filling the table, putting the events, completing the sentence, writing a summary task. By completing the tasks students will explore the gist of the text, explore the elements of the short text. Further on students may reflect on the lesson and write what they have learned from the lesson. The results of the diagnostic assessment tool can be used in developing the other topics which needs to be taken into consideration. The working syllabus _{can include them and the lessons can be developed for teaching those topics.}
Please refer to the Diagnostic Assessment Tool you chose for Homework Task Eleven. In a page, please explain how you will use the information you learn to make informed decisions about your lesson plan DURING the lesson. For instance, are there key areas you are interested in that might cause some confusion for your students?
The evaluation that I get from the diagnostic assessment tool will help me in making the decisions what to change in further in my teaching. This way the evaluation will tell me whether I am including the material or knowledge that is necessary for the learners or not. Furthermore, it will assist in developing the lesson plan taking into consideration what is necessary to teach my group of students. According to results that I got from the diagnostic assessment I will know what to do first during the lesson and further plan accordingly.
The key areas that might cause confusion for my students will be knowledge of sport idioms and using them while discussing the topic. E.g., the text type which I need to work on is the commentary according to the course syllabus. The results of the assessment tool show that there is some gap in understanding and using the terminology in doing the task. In our case it is the analysis of the short commentary. For this reason, the first task will be type of sport texts that students are supposed to be familiar with. The task for them will be discussing the questions that focus on the form of sport texts and questions about the topic of the story that they are going to read and discuss during the class. The next task will be while reading tasks that aims at developing the reading strategies by working with the text. Students will read the text individually, complete the tasks that focus on the ideas and meaning of the text. In the next task students will be working with language of the short story by doing the tasks that ask students to the analysis from the language point of view in which there will be questions like “What did you notice about the language of sport?”, “What are the specific words and phrases that the author uses? After students explore the language of the author, they will complete the vocabulary tasks in which they will be exploring the meaning of those vocabulary that helped the writer to express the idea of the story. The further tasks will focus on the analysis of the story in which students pay attention to the elements of the sport commentaries that are sportsmen, place, setting and time, how events are organized in the text. While doing these task students will have an opportunity to analyze the story by paying particular attention to the all elements as they will be working on groups. Later, in the groups will share answers with the whole group. For me, as a teacher, it will be important that all students are engaged in the tasks and have opportunities to share what they have understood from this lesson. After the lesson, I will see whether the results of the diagnostic assessment tool have been taken into consideration or not, and, moreover, whether I have managed to take into consideration to fill the gap, find out the key areas that have _{caused some confusion.}