Wie können Lehrkräfte grammatische Fähigkeiten im Grundschulalltag ökonomisch diagnostizieren?

Grammatical skills are central to learning success at school and at the same a challenging acquisition task for primary school students. Two-stage diagnostics (stage 1: screening with the whole class, stage 2: individual diagnostics) are particularly suitable for economically assessing the grammatical language acquisition level of primary school students. The aim of this study is to develop a time-saving diagnostic procedure for busy primary school days. The article describes the evaluation of a self-developed screening called Monsterspiel at stage 1 on a sample of 540 primary school students. The predictive validity of the Monsterspiel is evaluated in contrast to a teacher assessment and a global question for teachers. The adapted Profilanalyse nach Grießhaber serves as stage 2 diagnostics. The quality indices for predictive validity indicate that the Monsterspiel has good potential as a stage 1 screening to assess the grammatical skills verb end position and case marking for accusative and dative.