Computer-based diagnostic assessment of high school students' grammar skills with automated feedback - an international trial

• Published in: Assessment in education : principles, policy & practice Vol. 28; no. 5-6; pp. 602 - 632
• Main Authors: Clark, Tony, Endres, Heidi
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 02.11.2021; Taylor & Francis Ltd
• Subjects: Academic achievement; automated feedback; Automation; Computer Assisted Testing; computer-based testing; Diagnostic test; Diagnostic Tests; English (Second Language); Feedback (Response); Foreign Countries; Grammar; High School Students; High School Teachers; Internet; Language Tests; Learning; Secondary school students; Student Attitudes; Teacher Attitudes; test validity; young learners; Mexico; Peru; Estonia; Spain
• ISSN: 0969-594X; 1465-329X
• DOI: 10.1080/0969594X.2021.1970513

An effective diagnostic test can play a key role in language learning, allowing strengths and weaknesses in students' linguistic development to be identified and addressed. This paper describes the online Cambridge English diagnostic test, assessing English grammatical knowledge at A2 level. As most language tests focus on proficiency or achievement, relatively little research into diagnostic assessment has been conducted, and no real agreement exists on what it entails. For learners of approximately 15 years old, the test provides diagnostic feedback on seven grammatical categories at individual and class levels, to improve curriculum and lesson planning and accommodate students' needs. The test was trialled internationally, using surveys and focus groups. This paper outlines the trial and planned modifications for the next version, in addition to implications for wider practice. It should be clarified that this is a first iteration of the diagnostic test, rather than a fully established final model.