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Diagnostics has three meanings. First we think about »educational measurement«, which is the assessing of academic or educational achievement. It includes all aspects of testing and test construction, e.g. such as high- and low-stakes-testing, evaluation of individual development, intelligence, aptitude, test anxiety etc. or to provide a basis for information/help/assistance for pupils/graduates and their career. Secondly diagnostics tends to »competency diagnostics« which is the measurement of individual competence in pedagogical contexts on the basis of models of competence. A third dimension are »case studies«, which allow a in-depth investigation of a single person, group, community or specific situation. As the tool of the in-depth investigation, self-presentation of the pupils/graduates can be used with the aim to get to know the relevant information about ones own view on the past, present and future life circumstances, wishes, goals, motivation or coping styles. This is understood as an important part of the social pedagogical diagnostic/assessment with the goal how to act and/or intervene in the educational setting. In GOETE the term »curriculum« is needed in WP 3 (»comparison of teacher training«), WP 4 (»individuals survey«) and WP 6 (»local case studies«).


Brennan, Robert L. (ed) (2006): Educational measurement. 4th edition. Westport: Praeger (2006).

Yin, Robert K. (2009): Case Study Research: Design and Methods. 4th edition. Los Angeles: Sage.

(Thorsten Bohl, Colin Cramer & Alenka Kobolt)