| Sumario: | The article focuses on the two investigations pertaining to diagnostic evaluation methods in individualized instruction. The first study sought to determine the effect of incorporating diagnostic testing into a hierarchically based, audio-tutorial program on constructing and interpreting graphs. The second study investigated how a change in administrative procedures affected the utility of using diagnostic testing. Specifically, the question asked in the second study was whether or not allowing students to grade their own diagnostic tests and to seek remedial instruction without teacher supervision would be as effective as having a teacher grade diagnostic tests and prescribe remedial instruction.
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