Ministry of higher and secondary special education of the republic of uzbekistan kokand state pedagogical institute named after mukimi faculty of foreign languages department of the english language and literature course paper the theme: Types of

Diagnostic assessments are used to provide information about individual students who may be having reading difficulty. The results of these assessments help determine the cause of that difficulty, and help teachers plan appropriate supplemental instruction or intensive interventions based on individual student needs. There are many kinds of diagnostic assessments that range from informal reading tasks to formal assessments used for psycho-educational testing. They tend to be lengthy, but provide in-depth, reliable assessment of essential reading skills.
Torgesen notes that it is important to distinguish between diagnostic tests and diagnostic information. “Diagnostic information is any knowledge about a child’s skills and abilities that is useful in planning instruction. It can come from student work, teacher observations, or other tests, as well as diagnostic tests. Diagnostic tests are one important way to obtain diagnostic information that can help guide interventions for students who are experiencing difficulty learning to read. However, reliable and valid diagnostic information can come from sources other than formal diagnostic tests.” [4]
Diagnostic assessments should be administered only for students who are having difficulty learning to read.
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[4]. Burton, S.J., Sudweeks, R.R., Merrill, P.F., Wood, B. Brigham Young University Testing Services and the Department of Instructional Science. (1991). How to Prepare Better Multiple-Choice Test Items: Guidelines for University Faculty. Retrieved from https://testing.byu.edu/handbooks/betteritems.pdf (Sept 2019)

Summative assessments are sometimes called outcome assessments. The most common are standardized tests that are group administered and used to give school leaders and teachers feedback about the overall effectiveness of their reading curriculum and program. They are typically given at the end of the school year. The focus is on measuring student learning at a given point in time. The results from these assessments help determine if the instruction provided by all the educators in the school is sufficient to help all students achieve grade-level reading standards by the end of each year.
The assessment plan needs to be modified for students who appear to be at risk for not achieving grade-level proficiency. If the screening assessment at the beginning of the year indicates that a student may be at risk, diagnostic assessments should be administered to determine the areas for which supplemental or intervention should be given. The progress monitoring assessments will need to be given on a more frequent basis to monitor if that instruction is sufficient or if a different instructional plan should be made. The graphic below represents this modified plan.