Diagnostic Self-Assessment of Learning Needs
Diagnostic self-assessment is a wonderfully versatile process. In teacher-directed learning (TDL), it helps educators plan their teaching for maximum relevance and provides learners with a role in determining course content. In critical self-directed learning (SDL), it places learners firmly in control of deciding what they need to include in their individual, self-designed learning programmes. In both SDL and TDL, diagnostic self-assessment provides learners with an overview of material to be learned, and base-line data for subsequent re-assessment and measurement of learning and progress. With all these advantages then, why is diagnostic selfassessment so seldom used? Do educators simply not trust learners to assess themselves honestly?