Educational Diagnosis with Instructional Use

Abstract

American education, though haphazard at times, has proved successful for many children. However, a large population of students, especially those regarded as exceptional, has not been able to benefit from such instruction. Part of the problem has been the almost exclusive use of norm referenced testing as a diagnostic tool for instructional purposes. A different approach is needed, one that de-emphasizes standardized norm referenced testing in favor of a measurement that is truly instructionally diagnostic. The approach suggested is criterion referenced assessment. Implementation of this technology will be no overnight task. But successful implementation is within the educator's grasp. Accurate educational diagnosis and instruction based on such assessment is beneficial for diagnostician, teacher, student, and parent.