What’s more useful than diagnostic tests?

The original version of this blog post was published on June 14, 2021

In 2022-23, 41% of 8th grade students were below grade level in math and 53% were below grade level in reading.

Educators at every grade level, from kindergarten through high school, are focused on helping students catch up and get back on track after pandemic-era school closures. I'm optimistic that we will be able to address unfinished learning, which refers to knowledge and skills that students didn't fully learn or might have missed.

But as an education researcher who has studied the way software can be used as aassessment, I'm worried.

I'm worried that some educators are relying too much on diagnostic assessments on the path to learning recovery.

This is a common mistake. And there are simple solutions.

The Problem with Tests and Remediation

For a long time, a lot of teachers have relied on giving tests at the very beginning of the school year. The idea behind these tests is to figure out what things students might not know or might be struggling with. Then, based on the results of these tests, teachers would try to go back and reteach those specific things. This approach, known as remediation, involves trying to fix or remedy the areas where students are having trouble.

But now, many experts and educators are starting to question whether this is really the best way to help students. They're realizing that relying too heavily on these kinds of diagnostic tests can actually lead to some problems.

These tests often make it seem like students are a lot further behind than they really are. The scores might suggest that students are missing a huge amount of knowledge and skills, and that they need tons of reteaching and remediation. But in reality, most students are probably able to catch up more quickly than the test scores might lead you to believe.

Giving students high-stakes tests at the beginning of the school year can be discouraging and demoralizing. If students have been out of their normal school routines and schedules for a long time, they might not perform their very best on a big test like that.

So the scores they get might not actually show everything they're capable of. Starting off the year with a challenging test could leave students feeling frustrated before their classes even start.

A Better Approach: Learning Acceleration

So if diagnostic tests and remediation are not the most effective way to support students, what's a better approach? A lot of education leaders and experts are now pushing for something called learning acceleration. Instead of filling in every gap in students' knowledge, we should move forward with teaching the skills they are supposed to be learning at their current grade level.

If students need extra help or support along the way, that's provided as needed. But the main goal is to get students caught up and back on track as efficiently as possible.

Promising research shows that learning acceleration can be highly effective when done well. For example, one study looked at information from almost 100,000 students who were using our MATHia learning program. The study found that, with the right kind of support, the majority of these students were able to successfully complete work at grade level.

MATHia works by continuously checking in on students' understanding. If students start to struggle with an important concept, MATHia immediately provides extra help and support.

Teachers used the program to keep track of where students might be having the most difficulty. This allowed them to provide additional targeted assistance as needed. By setting high expectations, this learning acceleration approach was able to meet students' needs both academically and emotionally.

Using Formative Assessment

Another strategy that many educators are finding helpful is formative assessment. Formative assessments check in on how well students are learning things on a regular, ongoing basis. This is different from summative assessments, which are big, more formal tests that occur at the end of a unit.

When teachers use formative assessments, they get a clearer and more complete picture of each student's progress and abilities. Formative assessment is that it just happens naturally as a part of the regular teaching and learning process.

Since there isn't one single, high-stakes "test day" that everything is building up to, students often feel a lot less pressure and stress. And teachers don't have to spend all their time just trying to cram and prepare students for one big test. Instead, they can focus on creating classroom activities that are actually interesting, meaningful, and relevant to students' lives.

There are more opportunities for students to work together, learn actively, and really engage deeply with the material. Formative assessment is all about keeping students motivated by fostering a positive environment that emphasizes progress rather than competition or punishments.

Moving Forward to a Brighter Future

The challenges of the past few years have pushed many schools to reconsider some of their traditional approaches.

While diagnostic testing can have an important role, it might not be the most effective practice at the beginning of the school year. Instead, more and more educators are taking a different path forward, focusing on accelerating students' learning and progress.

Schools can help students succeed by giving them challenging work from the beginning to keep them motivated and on track. This approach is responsive to the whole child and takes into account academic, social, and emotional considerations.

When students feel empowered in their learning, they develop a belief in their own potential. With a strong foundation, they can overcome any challenges they face as they progress in their education.

As educators, it's up to us to keep pushing forward and finding better ways to support students. By embracing learning acceleration and formative assessment, we can create learning environments that are challenging but also warm, collaborative, and affirming. When we set high expectations for students and give them the tools to meet them, there's no limit to what they can achieve.