Methodology of pedagogical research and evaluation :
11. Diagnostic analyzes and assessment of didactic tests
Methodological Concept for Effectively Supporting Key Competencies Using the Foreign Language
ATCZ62 - CLIL as a Learning Strategy at the College
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•Diagnostic function of didactic tests
ØSignificant influence on the efficiency of the teaching process, ie the conversion of information
into the learner's knowledge (skills, attitudes), has the teacher's ability to recognize the
individual learners' abilities and to tailor their instruction.
ØDidactic test is a very good diagnostic tool for this process, especially for the following
reasons:
•• you can diagnose the entire class at a short time,
• the results are not influenced by the teacher's opinion and experience.
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•Custom principle of diagnosis
ØIs based on the fact that the diagnostician must not be attracted to the diagnosed subject, which
is a real problem in other ways of its realization for the teacher.
ØWithout the use of objective diagnostic tools, the teacher can diagnose pupils on the basis of
their subjective approach (overly optimistic x negative).
ØIn the teaching process, the teacher notices especially those pupils who draw their attention by
their knowledge or their behavior.
ü
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Control functions of didactic tests
ØMeans the control of the objectives achieved at the beginning of the teaching process. ØThe
implementation of the control is important for both participants in the teaching process, For both
the teacher and the pupil. ØThe teacher acquires information on the effectiveness of the teaching
process and the suitability of the applied teaching methods, organizational forms and other
didactic means. ØThe pupil gets information about the success of his or her activity / test results
are a relatively good argument of the teacher when communicating information to the pupil's parents
/.
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Summary of rules for selecting didactic test tasks
ØThe tasks in the didactic test should not be too difficult or too easy.
ØTasks in the didactic test should distinguish sufficiently between pupils with better and worse
knowledge.
ØIn the didactic test, there should not be a large number of unresolved tasks.
ØThe number of minor errors in didactic test tasks should not exceed the number of major errors.
ØFor the didactic test item with a sample answer, pupils should choose the same part of all the
distractor offered.

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üCreating a high-quality didactic test is an activity that is very demanding for the time and
expertise of the author, it would seem ideal if the teacher could select and order a professionally
prepared and quality didactic test from the market offer.
ØDidactic test = "The systematic measurement of learning outcomes". (P. Byčkovský, 1982)
                                 = An examination that focuses on objective discovery of the level
of mastery of a subject in a particular group of people.