• Staff home
• IT and online services
• Learning and teaching
  • Community Engaged Learning (CEL)
  • Learning Design and Technology
    • Good practice in programme design
    • Designing Statements of Purpose and PLOs
    • Programme-level assessment
    • Assessment for, not just of, learning
    • Module design
    • - The Programme context
    • - Module aims and outcomes
    • - Module assessment
      • The purposes of assessment
      • Principles for summative assessment
      • Inclusive assessment
      • Stages of summative assessment
      • Academic integrity
      • Formative assessment
      • Diagnostic assessment
      • Digital assessment and feedback
    • - Module content and activities
    • - Evaluating your module
  • Quality assurance
  • Academic Practice
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  • Student learning support
  • Contacts and committees
• Administrative hub
• Research
• Supporting students
• Working at York
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• Support, health and wellbeing
• Policies and strategies
• External relations

Diagnostic assessment

Modules may also contain diagnostic assessment. This tends to come in advance or at the very start of students beginning a course of learning. It can be useful in establishing commonalities of comprehension within a diverse cohort, to provide insight in terms of the level at which to begin teaching, or to identify key blind spots or misconceptions prior to the start of the teaching.  Diagnostic assessment can also be used to identify students who may need additional, extra-curricular support or for students themselves to note areas of possible misunderstanding to which they may wish to pay special attention.