The objective of the course is to experience selected methods of educational and psychological diagnosing in specific school situations, to learn to work with information provided during the instruction and and to collect additional data relevant to understanding the individual learning characteristics of specific students. To build on the experience of targeted diagnostic activities from the Bachelor's degree and to focus preferably on: a) the diagnosis of the pupils' learning process and their results, b) the teachers' experience of dealing with pupils' problem behaviour and the diagnosis of classroom relationships.

Interchanging lecture and seminar formats. Involving discussion, peer-activities, reading materials, individual work, presentation. 

The course is taught by members of the Department of Education and Psychology who who take turns in teaching.

Please note that the course is taught exclusively on an on-site basis. Online participation in the course is not possible. 

You will be required to attend minimum 70 % of direct instruction held on-site at the Faculty of Education. Online attendance is not possible. Furthemore, you will required to self study the reading materials provided in this interactive syllabus. 

In the course of the semester you will continuosly practice your knowledge about diagnostic assessment by applying it during your teaching practice and processing the portfolio task. Please remember this is a continuos and relatively time-consuming process and plan your diagnostic activities accordingly. 

● active participation  in the course

● written portfolio assignment and self-evaluation,

● evaluating the work of a classmate and improving the work based on feedback from a classmate,

● presenting the results of the work at the final colloquium,

● completing continuous assignments including self-study.

On completion of this course: 

- you will have an understanding of methods for diagnosing pupil learning and behaviour;

- you will use your knowledge of educational diagnosing during your instruction;

- you will be able to provide constructive feedback based on the theory of educational diagnosing;

- you will formulate measures for further development of the pupil and you will be able to apply them in your teaching practice. 

The final (summative) assessment is based on a pass/fail scale and consists active participation (minimum 70% attendance), completion of portfolio task, self-assessment, peer-assessment presentation of a portfolio task, colloquium and self-reflection.