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Knowing the learner

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Last updated 26 October 2012 15:28 by NZTecAdmin

General guidelines for using the diagnostic questions

  • The aim of the statistics diagnostic activity and questions is to give a general picture of a learner’s ability to understand and critically reflect on statistical information they may be presented with in their daily lives.
  • Two of the progressions (Analysing Data for Interpretation and Interpreting Data to Predict and Conclude) are assessed by using a diagnostic activity (glasses of water) and diagnostic questions.
  • The Probability progression is assessed by a series of diagnostic items and questions.
  • There are strong links between all of the progressions, and information from the diagnostic activity and questions will help you determine the next teaching and learning steps for the learners on all of the progressions.
  • If the learner is finding the questions too difficult, it is not necessary to ask all of the questions.
  • The diagnostic activity and the questions relate to authentic data. Ensure the learners understand all the language used.

At this stage, there has been no development of diagnostic assessment items for the Preparing Data for Analysis progression. The reasons for this include the following:

  • The skills and concepts contained in this progression are less frequently taught in adult learning classes than the other progressions.
  • The concepts or skills associated with this progression are difficult to assess in a short time period. It is also believed that the other two data-related progressions give you sufficient information to assess the learning needs of the learners.




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