Despite notoriously low attendance, Le Moyne College schedules classes for the Monday and Tuesday of Thanksgiving week. As a result, the author usually searches for an activity that does not cover new lessons. But several years ago, he decided to try something different by conducting an experiment. On the Wednesday prior to Thanksgiving week, he informed his Intermediate 301 class that I would be giving a diagnostic exam during the last class before their holiday break. I explained that the exam would cover the accounting cycle and that I did not expect them to prepare. Twenty-nine students (out of a total population of forty –three) came to class that day at either 3:30 PM or at 5:30 PM.
 
This paper describes the author’s experience and his conclusion that a diagnostic test is an excellent example of a course-embedded assessment tool.


 
This article is from the Accounting Instructors’ Report, an electronic journal that provides teaching tips and insights to those who teach accounting and other business courses.
 
Contributors:
Michael J. Krause, Associate Professor of Accounting, Le Moyne College
 

Read A Diagnostic Test and Follow-Up Survey: A Practical Assessment Tool.