Einflussfaktoren auf die Diagnosekompetenz (angehender) Lehrkräfte – ein systematisches Literaturreview

Adequate assessment of students’ competencies is a fundamental prerequisite for differentiated instruction that is adapted to their learning requirements and progress. In order to make this assessment and thus to take into account the heterogeneity of the students, the diagnostic competence of the teachers is an important basis. It is therefore a significant facet of professional competence. However, the factors that influence this are not yet clear in research to date. Although a variety of studies have been devoted to this topic, they have come to different results and systematic observations have hardly been carried out so far. Therefore, this paper presents a systematic review, which on the one hand presents the results of the 31 included publications (from Germany) and on the basis of these gives indications which factors seem to exert an influence on diagnostic competence. On the other hand, the assessment of the research designs underlines the need for further systematic studies with a high level of evidence.