3. Objectives of this Discussion
To provide an overview of Diagnostic
Learning logs
To discuss the „how's‟ and „why's‟ of
using this technique
To discuss the implementation process
to ensure reliability and validity
To discuss challenges associated with
using this tool
4. “Self knowledge is our best resources
for making informed choices in an
unpredictable universe”
(Fenwick et al, 2009)
5. A Diagnostic Learning Log:
Is an informal assessment tool
Allows learners to track their learning
during in-class teaching, assignments or
exams
Provides regular feedback for the
instructor and learners
6. Context for using this Tool
Courses with consistent types of
formative assessments and performance
activities
Courses that provide regular feedback
on performance
Upper level courses
7. How can the Diagnostic Learning
Log be used?
Instructors can apply this tool to any part
of their curriculum
Provides opportunities for feedback and
instructor/ learner collaboration
Instructors can monitor the impact of the
changes made in response to the
learning logs
9. Example B:
Diagnostic Learning log applied to
exam:
Example,
Lecture on a
specific topic:
10. Why choose the Diagnostic
Learning Log?
Provides the instructor with
instructional focus
Serves as a framework to develop
practice skills for self directed learning
Develops accurate self assessment
11. Summary of Benefits for
Learners
Track their learning
Allows for collaboration around
teaching focus
Develop accurate self assessment
Provides a framework for self directed
learning
12. Summary of Benefits for
Instructors
Versatile application
Provides instructional focus
Provides feedback on learners knowledge
Allows for collaboration around students
learning
Impact of changes made as a result of these
logs can be monitored
Vehicle for promoting the skill of self directed
learning
13. Ensuring Successful
Implementation
Allow sufficient time to introduce the tool
Be specific in your instructions
Provide a sample format with guiding
questions
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
14. Sample Guiding Questions
Briefly describe the assignment or test. What was it
about?
Give one or two examples of your most successful
responses. Try to explain what things you did to
make them successful.
Give one or two examples, if relevant, of errors or
less successful responses. What did you do wrong
or fail to do in each case?
The next time you confront a similar situation, what,
if anything, could you do differently to increase your
learning?
(Angelo et al, 1993)
15. Reliability and Validity
Content Validity
Consequences Validity
Predictive Validity
Process Validity
Reliability
(Mauger, 2012)
16. Challenges with this tool
Requires preparation and class time to
introduce and implement effectively
Link between using the tool and program
outcomes needs to be clear
Feedback from instructor is needed at
regular intervals
Balanced focus is vital to ensure learners
do not become discouraged
18. References
Angelo, T. A. & Cross, K, P. (1993).
Classroom assessment techniques: a
handbook for college teachers. (2nd ed.) San
Francisco: Jossey-Bass.
Fenwick, T. J. & Parsons, J. (2009). The
art of evaluation. (2nd ed.). Toronto, Ontario:
Thompson Educational Publishing Inc.
Mauger, D. (2012). PIDP 3230 –
evaluation of learning. Online Course
Editor's Notes
Diagnostic Learning logs require a level of commitment to self improvement and achievement
Learners keep a list of points they understood and a list of points that are unclearProvides feedback on areas where learning is strong, or areas where additional learning is requiredLearners design several questions that would meet their learning needs
Consequences Validity – may take a bit to get used to the process
