Table 4 Group divisions of the two classes in the experimental group
From: Integrating diagnostic assessment into curriculum: a theoretical framework and teaching practices
No. | Weaknesses | Number of groups (number of students) | |||
|---|---|---|---|---|---|
Weakness I | Weakness II | Class I | Class II | Total | |
1 | Analyzing logical relationships between ideas | Summarizing the main idea of the text | 1 (4) | 2 (9) | 3 (13) |
2 | Making inferences about the author’s feelings and attitudes | Locating the target information by skimming, scanning, or browsing | 0 (0) | 1 (7) | 1 (7) |
3 | Making inferences about the author’s feelings and attitudes | Summarizing the main idea of the text | 1 (4) | 0 | 1 (4) |
4 | Locating the target information by skimming, scanning, or browsing | Making inferences about the author’s feelings and attitudes | 1 (4) | 0 | 1 (4) |
5 | Analyzing logical relationships between ideas | Differentiating facts and opinions/primary and secondary information from the text | 0 (0) | 1 (4) | 1 (4) |
6 | Differentiating facts and opinions/ primary and secondary information from the text | Extracting detailed information from the text | 1 (3) | 0 | 1 (3) |
7 | Summarizing the main idea of the text | Analyzing logical relationships between ideas | 1 (4) | 0 | 1 (4) |
Total | 5 (19) | 4 (20) | 9 (39) | ||