Diagnostics and Goal-Setting in
One Hour or Less
Alexis Terrell
Tara Waller
Overview of Programs
General English Program  English proficiency for successful
social and professional communication
The Academic English Program  Develop academic, critical
thinking, and linguistic skills to succeed in a US university.
The Pathway Programs (Undergraduate and Graduate) 
combine intensive language study, academic skills
development and academic coursework for students to
successfully progress through the US university system.
Overview of Programs
New Students:
• Placement test battery
• Accuplacer: Listening and Reading
• Instructor (Calibrated prior): Writing and
Speaking
New Students & Continuing Students:
• In-Class Diagnostics
• Each class has two diagnostics.
• Recently reviewed by an Associate Program
Manager.
Diagnostic Revision
CEA Accreditation
• Our diagnostics, while “OK”,…
• Did not test mastery of the objectives of the
preceding and subsequent courses.
• Primarily informed the instructor of the students’
current abilities.
• Acted as a tool for progression and check on
placement tests.
Brainstorming
How do YOU use diagnostics?
The Forgotten Roles
Diagnostics:
• inform the test-taker (and instructor) of their
strengths/weaknesses.
• inform the test-taker of the objectives of the
course.
• Serve as an opportunity to create a line of
communication between instructor and student.
• need not only be pre-tests (on content and
abilities), but also self-assessments (Identifying
skills and competencies)
The Forgotten Roles
“…..Diagnostic assessment involves the gathering and careful
evaluation of detailed data using students’ knowledge and
skills in a given learning area. The data assist teachers to plan
for appropriate pedagogy and targeted learning to more
effectively scaffold the learning needs of their students.”
Adapted from the ‘Decision-making Loop', Saubern, Ralph (2010)
The Forgotten Roles
And students!
Adapted from ‘Decision-making Loop’, Saubern, R
(2010)
Diagnostics: Where to begin?
Using Academic English Reading and Writing 3…
1) Look at objectives for previous course.
Ex: understand main ideas, details of a short reading
2) Look at objectives for the course.
Ex: understand main ideas and important details of
a reading, vocab in context
3) Look at objectives for next course.
Ex: understand main ideas, details, vocab in context,
inferences; summarize, paraphrase
Let’s take a closer look
• Time for a short sample diagnostic!
Diagnostics: Goal Setting for Both Instructor and
Student
Creation of a “Diagnostic Review” Form.
Requirements:
• Combines the characteristics of the Pre-Test and Self-assessment
types of diagnostic testing.
• Simple and easy to complete for the student.
• Easy for the student to quickly spot trends in their knowledge and
set goals.
• Easy for the instructor to quickly spot trends that will shape
teaching.
• Easy to keep for revision and conferences with students.
• Easy to apply to diagnostics assessing any skill.
Diagnostics: How do we bring them back to the
forefront?
Column 1 contains the skills that
are assessed.
Column 2 contains the questions
on the diagnostic that pertain to
each skill.
Students circle the areas of their
strengths and weaknesses.
Diagnostics: How do we bring them back to the
forefront?
Theory in Practice
Diagnostics: How do we bring them back to the
forefront?
Next Steps:
Student
Instructor
1. Given a copy of review sheet to
complete following the diagnostic.
1. Keeps review sheets on file for future
conferences with students.
2. Completes assessments and ongoing activities to assess growth in
weak areas and reinforcement of
strengths.
2. Checks in throughout the term after
skill objectives are taught via formative
assessments.
3. Attends meetings with instructor.
3. Holds conferences with student to
discuss progress.
4. Completes the diagnostic a second
time and takes note of their own
development and mastery.
4. Following the end of term, the
diagnostic is re-administered and
results compared.
Diagnostics: How do we bring them back to the
forefront?
In Practice:
Small Sample Group: 31 students
ALS 151 & AE Level 3 R/W
5
24
7
2
83% (about 20)
increased by
18.9%
Retook the
diagnostic
Did not retake
the diagnostic
Not interested
Departed early
Diagnostics and Goal Setting: Feedback
“I did not like the test at the beginning. I feeled stupid I did not pass to the next level. I have no time for
my program. At end, I felt better. It is okay I did not go to Level 4. I feel better of what I did this
term, and I learned a lot.”
“Talking with Ms. Alexis helped me. I knew what to study. Every time before the test she gave practice
for each thing. When she talked about my weak thing, I feel she was talking only to me. I think she
cared a lot.”
“The paper annoy me at the beginning, I am not the teacher why I keep this? but at the end I
understood it. I want to keep it for Level 4.”
“I fight with Ms. Tara when she tell me I was not ready for Level 4. Moreover, I learned a lot in this
class, so it was okay. Can I have another copy of the sheete?”
“Students need to know what they need work on. Ms. Alexis showed me very clearly with information
from my test. I am surprised she have it for every meeting. I feel she really wanted to help me. I
passed, I know what to do next term.”
“Even though I did not pass, I love the class. I feel anxiety because of my program start in fall only.
Tara showed me why I have to work on my skills. I think I will do better next term.”
“I always lose the paper! Thanks God Tara always have copy! Good job, Ms. Tara!”
Going forward..
1. Prepare the diagnostic as “practice” for the final.
2. Make the retake mandatory as a class assignment.
3. Use a bigger sample size to measure effectiveness
Thank you for attending!
Questions or Comments?
Alexis Terrell
[email protected]
Tara Waller
[email protected]