The diagnostic competencies of pre-service teacher students at the Philipps-University of Marburg were assessed as a field study in various seminars of the Department of Education during the winter term 2010/11. This article reveals details on the students’ samples: In contrast to the control groups, the experimental groups were treated with opportunities of learning and practicing the algorithmic procedure of diagnosing case-based situations of schooling. Moreover, information is provided concerning the graduated, initial and final collection of data during the seminars as well as on contextualizing the tests by virtue of a cover story.
