In this article, we present the findings of our research on the „Development of Diagnostic Competencies in Pre-Service Teacher Education, Hesse“. The data displayed here showcase both the diagnostic competencies and competence levels acquired by the test subjects. The general findings are looked at in more detail with regard to the subjects’ gender and years of study. The question, whether teacher students achieve better diagnostic results, if they have learnt to apply the algorithmic steps of making a diagnosis, can be answered in the affirmative. In this regard, the performances of low achievers will be highlighted.
