Diagnostic Assessment

Bibliographic Data

ID23713696
AuthorsDaniel R Isbell (0000-0001-5850-8809, corresponding author)
Year2025
Pages1-6
Publication date2025-12-02
Peer ReviewedYes
Open AccessYes
TypeCHAPTER
VenueEncyclopedia of Applied Linguistics (SOURCE_BOOK)
PublisherWiley (PUBLISHER • GB)
DOI10.1002/9781405198431.wbeal20380
OpenAlexW4416918257
ISBN9781405198431
LanguageEN
References cited18

Distinct from other types of language assessments, diagnostic assessment has a primary focus on identifying learner strengths and weaknesses for the purpose of informing subsequent instruction or other types of learning activity. Diagnostic assessments may be based on theory‐driven constructs of language ability or language curricula, but in either case, the provision of detailed feedback in the form of multiple test scores or verbal descriptions is necessary. While there is a common understanding of the core diagnostic purpose and necessity of detailed feedback, in practice there are several distinct approaches to diagnostic assessment, including diagnostic pretesting, diagnostic subscores, and process‐based diagnostic assessment. These approaches are described and relevant examples are highlighted to provide readers with a broad view on the topic.

Diagnostic accuracy · Diagnostic test · Focus (optics) · Language assessment · Strengths and weaknesses · Test (biology)

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