Table 3 Research procedures
From: Integrating diagnostic assessment into curriculum: a theoretical framework and teaching practices
Week | Stage | Group | Duration of time | Data collected | |
|---|---|---|---|---|---|
Control group | Experimental group | ||||
Week 1 | Pre-test | Receiving the pre-test | Receiving the pre-test | 75 min | Pre-test results |
Week 2 | Treatment session 1 | (1) Explaining and discussing the diagnostic score report (2) Dividing students into small groups based on the pre-test results | (1) Dividing students into small groups randomly | 15–30 min | Classroom observations (e.g., teacher-student interactions) |
Week 3-11 | Treatment session 2 | (3) Assigning and evaluating remedial learning tasks of each group (4) Assigning and evaluating remedial learning tasks of individual students | (2) Assigning and evaluating remedial learning tasks of each group (3) Assigning and evaluating remedial learning tasks of individual students | 50 min per week 30 min per week | Classroom observations (e.g., student-student interactions); teaching materials; teacher’s self-reflections |
Week 12 | Post-test | Receiving the post-test | Receiving the post-test | 60 min | Post-test results; teacher’s self-reflections; students’ interview protocols |