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Diagnostic instruments in Extended Curriculum Programs: A Scoping Review.

Lunelle Pienaar¹, Gaironeesa Hendricks¹, Elmi Badenhorst¹

¹Department of Health Sciences Education, Faculty of Health Sciences, University of Cape Town, Western Cape, 7701, South Africa.

Advances in Physiology Education

|July 14, 2026

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Diagnostic tools in higher education Extended Curriculum Programs (ECPs) are fragmented. This review found a need for validated ECP-specific diagnostic assessments to ensure equitable student success.

Area of Science:

Higher Education Studies
Educational Assessment
Curriculum Development

Background:

Diagnostic assessment is crucial for admission, placement, and support in Extended Curriculum Programs (ECPs).
Existing literature on diagnostic tools for ECPs, especially in South Africa, is fragmented.
There is a need to synthesize evidence on the types, uses, and quality of these instruments.

Purpose of the Study:

To map and synthesize the literature on diagnostic tools and tests used in higher education ECPs.
To identify the types, uses, and quality of diagnostic instruments within ECPs.
To highlight gaps in research and inform the development of ECP-specific diagnostic tools.

Main Methods:

A scoping review was conducted following the Arksey and O'Malley framework.

Keywords:

Extended Curriculum Program academic readiness academic support diagnostic assessment placement

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Systematic searches of five electronic databases were performed for empirical studies published between 2017 and 2025.

Inclusion criteria focused on diagnostic assessment instruments for admission, placement, or academic support in higher education.

Main Results:

Nine empirical studies met the inclusion criteria, predominantly using quantitative designs (88.88%).
Diagnostic instruments assessed cognitive knowledge, discipline-specific knowledge, academic literacy, or language proficiency.
Most studies used scores to predict preparedness or identify at-risk students; only one focused on ECP students.
Evidence for validity and reliability was inconsistently reported, with limited attention to fairness or cultural responsiveness.

Conclusions:

There is a significant gap in validated, ECP-specific diagnostic tools.
Current diagnostic instruments lack consistent reporting on validity, reliability, fairness, and cultural responsiveness.
Developing validated ECP-specific diagnostic tools is essential for promoting equitable student success in higher education.