This document summarizes the goals and progress of a project to develop an online diagnostic assessment system in Hungary. The project is led by the Center for Research on Learning and Instruction at the University of Szeged and has received funding from the Hungarian Development Agency. The first phase involved developing frameworks and item banks for reading, mathematics, and science. The second phase will expand the system's reach to 20% of students and integrate it more fully into schools. Ultimately, the system aims to serve 600,000 students, communicate with 60,000 teachers, and provide sophisticated feedback to help personalize learning.

1. Benő Csapó
http://www.staff.u-szeged.hu/~csapo/
TAO as a Platform for an Online
Diagnostic Assessment System
TAO Days
Luxembourg, 30th March 2011
Diagnosztikus mérések fejlesztése
Center for Oktatáselméleti Kutatócsoport
Research on Learning and Instruction, University of Szeged

2. OUTLINE
• General goals of the project
• Work packages and results of the first phase
• Goals for the second phase, areas for further
development
• Implementing a diagnostic system: changing
the culture of schooling

3. Educational assessment in Hungary
Diagnostic assessment system
Forrás: Balázsi Ildikó, Ostorics László, Schumann Róbert,
Szalay Balázs és Szepesi Ildikó, 2010

4. The diagnostic assessment project at the
University of Szeged
• A project within the
New Hungary Development Plan
• Financial support provided by the Hungarian
Development Agency
• Two phases of implementation

5. The diagnostic assessment project at the
University of Szeged
• Recipient of the support: Center for Research
on Learning and Instruction, University of
Szeged
• First phase: April 2009 – August 2011
• Second phase: September 2011 – December
2013
• Broad national and international cooperation

6. Work packages of the first phase of the
project
1. Framework development in reading,
mathematics and science
2. Exploring further domains
3. Developing item banks
4. Platform development – adapting TAO
5. Assessing SEN students
6. In-service training of teachers
7. Meta-analyses of other assessment data

7. Reading
Editors
Benő Csapó and Valéria Csépe
Reasoning Literacy Discipline
Framework Leo Blomert
Valéria Csépe
Wolfgang Schnotz
Edit Katalin Molnár
Krisztián Józsa
János Steklács
development Mathematics
Editors
Learning disciplinary content
for
Applicable knowledge
Benő Csapó and Mária B. Szendrei
Cultivating mind
reading Reasoning
Terezinha Nunes
Literacy
Lieven Verschaffel
Discipline
Mária B. Szendrei
Benő Csapó Csaba Csíkos Júlia Szendrei
mathematics
Science
and science Editors
Benő Csapó and Gábor Szabó
Reasoning Literacy Discipline
Philip Adey Erzsébet Korom Gábor Szabó
Benő Csapó Mária B. Németh Erzsébet Korom

8. Reading
Editors
Benő Csapó and Valéria Csépe
Reasoning Literacy Discipline
Framework Leo Blomert
Valéria Csépe
Wolfgang Schnotz
Edit Katalin Molnár
Krisztián Józsa
János Steklács
development Mathematics
Editors
for Benő Csapó and Mária B. Szendrei
reading Reasoning
Terezinha Nunes
Literacy
Lieven Verschaffel
Discipline
Mária B. Szendrei
Benő Csapó Csaba Csíkos Júlia Szendrei
mathematics Science
and science Editors
Benő Csapó and Gábor Szabó
Reasoning Literacy Discipline
Philip Adey Erzsébet Korom Gábor Szabó
Benő Csapó Mária B. Németh Erzsébet Korom

9. Exploring further areas for diagnostic
assessment
• Visual skills
• Social skills
• English as foreign language
• Civic education
• Motivation
• Learning to learn
• Health literacy

10. Item development
• 600 items per domain on paper, altogether ca.
1800 items
• 3 dimensions per domain, altogether 9
dimensions
• Assessments on paper, representative samples
• Migrating items into TAO
• Writing new items for TAO
• Online pilot assessments

11. Main goals for the second phase
• Upscaling
– reaching 20% of the school population
– working with municipalities
• Integration
• Training

12. The core of diagnostics

13. A diagnostic assessment system

14. Ultimate requirements of the system
• Serving ca. 600 000 students
• Communicating with ca. 60 000 teachers
• Making the service available in ca. 2 000
schools
• Managing ca. 10 000 items
• Maintaining and analyzing students’ data
• Providing sophisticated feedback in user
friendly format

15. Diagnostic assessment should be
integrated into pedagogical processes
• Spares teachers’ time and energy
• Identifies learning difficulties in an early phase
• Provided sophisticated feedback information
• Helps personalizing education
• Maintains students’ interest and motivation
• Supports self-regulated learning

16. Future is even more promising …
Cognitive laboratory experiments for devising school readiness tests

17. Thank you for your attention!
www.staff.u-szeged.hu/~csapo

18. 11:30-12:00
• 30 min