It is essential that a student’s progress be properly managed for their learning and development. Several strategies have been designed to monitor the activities of a student. Teachers are adept in providing specific instructional goals which they could check to determine whether a student in moving at the right pace and whether the student is studying the appropriate topic for the subject. Instructional materials are generally composed of diagnostic tests that will facilitate the teacher in gauging the extent of the students’ grasp and knowledge of the topic.
The diagnostic tests can quickly perceive any changes in the performance of a student and the teacher can thus respond to the corresponding analysis. The teacher can also employ the process of cross-referencing between a particular item of the diagnostic test and the specific lesson of the teaching program so that the appropriate action with regards to teaching could be implemented. Another strategy that may be employed in monitoring students’ progress is for the teacher to be highly insightful of any alterations in the performance of each student (Brophy and Good, 1986).
The implementation of diagnostic and progress tests must be effective and efficient enough to detect any change in a student’s performance. More
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The teacher may also employ the diagnostic tests at a regular basis to make sure that any changes in the student’s performance will be immediately detected and it will not be too late for the teacher to administer or perform any remedial actions to save the student from further confusion. It is ideal that the teacher designs a daily lesson plan which he will follow, with a corresponding weekly diagnostic test that will gauge the comprehension of the student of the particular lessons for the week.
The employment of instructional programs is very useful in assisting a student in his learning and development. It has been established that the development of the proper attitude towards learning is essential in the success of a student in school. Aside from using diagnostic tests as a teacher’s gauge in determining the comprehension of a student, diagnostic tests can also be perceived by a student as a form of achievement, resulting in a sense of accomplishment to the student.
It would be helpful if the teacher would explain what the diagnostic tests are for and what they actually mean to the teacher and the student. Once the students understand the purpose of these tests, they will treat the diagnostic tests are not mere difficult exams given in class, but actually as tools that will train them to be more proficient and effective in their development of learning skills.
The teacher could explain that the diagnostic tests are markers of success and when the students see that they have good scores in the diagnostic tests, these will directly mean that they have improved in their course of learning. It has been determined that students tend to learn more and absorb and process information faster if they feel good about themselves and their corresponding skills.
The opposite effect is also seen among students, wherein a student perform poorly if they see that their scores are unsatisfactory and there is no coaching that is felt from their teacher. Thus the proper planning, designing and implementation of instructional materials will facilitate in monitoring the progress of a student.
Brophy J and Good T (1986): Teacher behavior and student achievement. In M. C. Wittrock (Ed. ), Handbook of research on teaching, 3rd ed. (pp. 328-375). New York: Macmillan.