The development of a diagnostic multiple choice test in mathematics

Abstract

In recent years the trend of educational methodology has been leaning toward an individualized course of study. In this method, the student concentrates his studies in those areas in which he is having the most difficulty. This immediately raises the problems of determining where each student is having difficulty and the causes of this difficulty. A strictly subjective analysis of the student can be helpful in determining where these difficulties arise. However, in the study of mathematics, the number of concepts and skills involved increases the possibility of the teacher overlooking problem areas. For this reason, a diagnostic instrument which yields more objective data should be used. This, together with the teacher's subjective analysis, will increase the teacher's effectiveness in determining these problem areas. Although there are many good diagnostic tests available, they do not have the advantage of being designed in conjunction with the course objectives of the individual teacher. Therefore, the teacher should construct his own diagnostic instrument, following the principles of test construction, to meet the specific requirements and objectives of the course which he is teaching.