Diagnostic assessment to provide a measurement at the start of a course





MONDOR, Pierre

To ensure that learning is motivating and successful, it is wise to plan course content and teaching strategies that are based on students’ interests, preferences and learning pace, as well as their prior knowledge and preconceptions of the subject matter. In the didactic questioning model at the college level, these learner factors that a teacher must consider when preparing a course or lesson are grouped under the concept of “students’ relationship with knowledge.” To prepare effectively for learning, students must have a general idea of what they will be learning and must be able to situate themselves in respect to this learning; in turn, to validate their didactic and pedagogical choices for a group of students, the teacher must gain a better knowledge of the people they will be teaching. Diagnostic assessment, a tool apparently under-assessed and underused in the college system, is an effective way to gather the necessary information to meet these needs. The author describes the potential of this teaching strategy and provides a few examples of application from his practice to inspire teachers in all disciplines.

Article available in French only.


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