With my classes on exam leave or preparing for their end of year assessments I have been teaching a variety of revision sessions and lessons recently. While I feel it is valuable to prepare students with exam style or past paper questions, time management strategies, peer review of answers I realised we hadn’t reexamined student thought processes with particular focus on programming and problem solving questions.
The weekly #CASchat on Twitter reminded me of www.diagnosticquestions.com. I had investigated it before prior to mock exams in January but hadn’t used it with my classes. The reminder was perfectly timed as I had just interviewed students about the areas of the course covered so far that they felt less confident about. I had my focus areas and a purpose for use of diagnostic questioning.
I curated a mixture of pre-created questions from the Computing topic into quizzes and allocated them to classes. It was very easy to build the quizzes and set up the classes. Students joined the class using a code which I shared via email.
DQ shows the selected questions and accepts a single multiple choice answer from each student, however it then asks the students to explain the reasoning behind their chosen answer. This can allow the teacher to uncover and address misconceptions or gaps in learning. I wasn’t sure what the students would make of this but, after a few sample questions to get used to the system and my expectations they, in the main, worked their socks off to explain to me why they chose one answer over another. The results sorted the questions into order of most commonly answered incorrectly so I could highlight the correct answer with a small group or as a whole class discussion.
At the end of each class today I asked the students how the site compared to for example Kahoot!, and I fully expected to be told that the other multiple choice revision tools were more exciting or interesting. However almost every student loved DQ and requested more sets of questions do they could continue to review and improve their own learning! The fact that you could see peer explanations (even from other students around the world) gave my classes another viewpoint with which to deepen their understanding of a topic.
However it is so easy for teachers to create their own content (I made two PowerPoint templates for my IGCSE and IB question sets in around 10 mins and import the individual slides as images into DQ) I now fully intend to use it regularly throughout the year and track student understanding not only across topics but also across year groups and courses. It has definitely become another useful tool in my Flipped Classroom box.