ABSTRACT
Now that you understand the writing standards and have collected some real-time information through monitoring the students’ writing, you begin to diagnose their strengths and their areas for improvement (Figure 3.1). In the first part of the diagnosis process, you compare the present status of the students to the expected level in the standard. You identify the students’ specific learning strength(s) or learning gap(s) by name. A critical problem in formative assessment is that the teachers do not identify the exact learning strength or gap by a name, so they cannot see if the student has already mastered the skill or still has to overcome the gap. For example, after you compare Vadra’s contrast essay to the exemplar, you identify that her essay lacks sequencing, specifically she lacks contrast transition words. The Role of Diagnosis in Formative Assessment https://s3-euw1-ap-pe-df-pch-content-public-p.s3.eu-west-1.amazonaws.com/9781315854335/ecafce4b-8217-4443-a89c-3cc52420cdac/content/img_fig3_1_B.tif" xmlns:xlink="https://www.w3.org/1999/xlink"/>
