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Diagnostic tools for digital learning platforms

Many digital learning platforms incorporate diagnostic tools that assess learners'

proficiency in specific skills or subjects. These tools generate detailed reports that
allow educators to identify strengths and weaknesses and areas that require
additional support. Some of the most useful tools for this purpose are Class Dojo,
Google Classroom, etc.

Using diagnostic data for personalised instruction

Identifying learning gaps

Diagnostic data provides detailed insight into individual learning gaps. Educators
can use this information to design targeted interventions, address critical
knowledge deficits, and create personalised learning plans for each learner.

Adapting instructional strategies

With the information obtained from diagnostic assessments, teachers and
trainers can adapt their teaching strategies to the different needs of learners. This
may involve adjusting the pace of instruction, incorporating varied resources, or
adopting alternative teaching methods.

Addressing individual learner needs

Diagnostic assessments allow educators to address the specific needs of
individual learners. By identifying specific areas of challenge or strength, teachers
can offer personalised support, differentiate instruction, and create an inclusive
learning environment that accommodates diverse learning styles.

Formative assessment in digital education

Definition and purpose

Formative assessment in digital education involves continuous evaluation
processes that occur during the learning experience to gather real-time feedback
and guide instructional decisions. The primary goal is to improve learning
outcomes by providing continuous feedback on learners’ progress,
understanding, and engagement. Unlike summative assessments, formative
assessments focus on the learning process itself, helping educators adapt their
teaching methods to meet the immediate needs of learners.

Funded by the European Union. Views and opinions expressed are however those of the
author(s) only and do not necessarily reflect those of the European Union or the European
Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can
be held responsible for them. Proposal number: 101087107.