Digitale formative Diagnoseverfahren in der Grundschule – Begründungen und Überblick über vorliegende Entwicklungen am Beispiel Deutsch

More and more digital diagnostic procedures are appearing for primary schools. Many promise considerable potential for adaptive teaching, but at the same time there is a multitude of diagnostic goals and digital implementations. In this explorative study, requirements for digital formative diagnostic procedures are discussed from multiple perspectives and guided by theory. On the basis of the criteria thus obtained, an artefact analysis is used to investigate the extent to which the existing procedures in the learning area of German meet the requirements for digital formative diagnostic procedures. So far, this is only the case for a small proportion of the procedures, and the digital possibilities of adaptive procedures have hardly been achieved to date. Further interdisciplinary developments and discipline-specific clarifications therefore represent a task for the future.