The article describes how the authors developed their concept of diagnostic competence (dc) fort he context of teaching English as a foreign language about 10 years ago. They based their thinking on some of their research work of that period. DC was seen by them as a type teacher assessment which partly takes place implicitly/subconsciously in everyday teaching, but which can be trained. The dimensions of DC as seen by the authors are explained. Following the conceptual work the authors began to develop several instruments which can be used for diagnostic activities, among them several self assessment sheets and a diagnostic vocabulary test in twelve levels and several dimensions. The authors´ interest lay in promoting such ways of assessment specially to better support slower learners. One of the activities in recent years was an analysis of teacher attitudes towards diagnostic competence. One result was that among a spectrum of diagnostic activities, teachers like less resp. are less familiar with the format of written reports about individual learners with problems, and with standardized tests. In pre-service training, the way to start building dc is to give focused tasks in Praktika and in some of the seminars which are part of the Master phase, and also while the teacher training students are doing work for their Master thesis. [note: the Master of Education is the degree required of teachers in most German Bundesländer].
Teaching of English as a Foreign Language (TOEFL)implizite/explizite Diagnoseimplicit/explicit diagnosisElementary Schoolsstudents´/teachers´ self-assessmentSelbsteinschätzung von Schülern/LehrernGrundschule
