Considerable research has gone into the development of student questionnaires for instructional evaluation. Somewhat less effort has been devoted to development of methods for diagnosis and remediation of instructional problems, but such methods are needed in any comprehensive instructional evaluation system. This paper will focus on diagnostic evaluation as a formative process, with discussion of the timing of evaluative procedures and the forms that these procedures could take. The analogues of the statistical concepts of validity and reliability in diagnostic evaluation will be examined. Examples of techniques found useful by instructors and evaluators working in this area will be presented. (Author)
