Assignment about Diagnostic Test

Running head: MATHEMATICS 1
Master of Education (Secondary)
Name
Institution

MATHEMATICS 2
Diagnostic Test to assess Student Prerequisite Knowledge on Numbers
Introduction
In education, a diagnostic test provides an avenue to assist students in learning the
problems and their solution so that teachers can be able to provide them with solutions. As a
result, these solutions are used to remedy the problems as experienced by the students (Brahier &
Speer, 2011). Students’ performance in these tests will provide teachers with opportunity to
understand the best cognitive skills that the students still need to learn in class. It occurs before
the lessons since teachers have to understand establish prior student knowledge about the topic
(Ellis, 2007).
Purpose of the Diagnostic Test
Diagnostic tests in numbers help to the learners to use mathematical ideas effectively in
participating in daily life making decisions thus removes the misconception about the
mathematics difficulties. This includes the use of spatial, numerical, statistical, and algebraic
concepts in the pre-test analysis. Numbers diagnostic test involves students’ recognizing and
understanding the role of mathematics in daily life. Use of numerical involves interpretation and
evaluation of mathematical strategies that helps Australian students to communicate and reason
mathematically in real world situations (Joseph, 2011).
Numerical assessments play a major role in exemplifying new types of numeral learning
that students must achieve (Goos et al., 2007). It helps to indicate to students what they should
learn and master through giving concrete meaning to the valued learning materials. For instance,
if the students need to learn how to perform the BIDMAS theory, they will need to be assessed
on the numerical mixed numbers and its applications.

MATHEMATICS 3
Suggested teaching strategies
The availability of common teaching programs which require teachers to follow the set
programs agreed by the HOLA helps to provide an effective program based content which is
specified in the Australian Curriculum. As a result, educators will also have the opportunity to
differentiate different needs per students (Clements et al., 2013). Teaching numbers is linked to
the progression of the strategies that form the numeracy continuum i.e. counting on and back,
split, and jump strategies which are very essential to students in gaining understanding of the
place values that result in to numerates.
Students need to have a flexible view of the numbers and develop a written strategy that
helps in solving mathematical problems (Leonard et al., 2010). In Australian Curriculum, grade
7-10 mathematical syllabuses provides a strong emphasis on the mathematical progressive that
provides students with an opportunity to develop skills that allows for reasoning and reflecting,
communication characters, and problem solving techniques.
Use of real world identity such as numerical description has been found to be significant
in providing the learners with a clear diagnostic test once they come to understand the topics on
study. For instance, given the following rectangular shape;