Diagnosing Instruction

Abstract

Traditional diagnostic approaches usually occur outside the instructional context and focus on the learner. Accurate conclusions about the learner, however, can only be reached after an adequate diagnosis of instruction. Failure to consider instruction as a variable results in diagnoses that lack specific implications for teaching. Assumptions and procedures critical to an adequate diagnosis of instruction are discussed and applied to a variety of examples. The process of derivation of remedies and its relationship to the diagnostic process is illustrated with examples. Implications for the diagnostician and the consequences of failing to provide adequate instructional diagnoses are discussed.