Diagnostic competence of teachers: A process model that accounts for diagnosing learning behavior tested by means of a case scenario

Diagnosing learning behavior is one of teachers' most central tasks. So far, accuracy in teachers' judgments on students' achievement has been investigated. In this study, a new perspective is taken by developing and testing a three-dimensional model that describes the process of diagnosing learning behavior within a sample of N = 293 participants. The model is validated by participants' actual diagnoses in a case scenario. The postulated model provides a good fit and following its steps leads to more accurate diagnoses. Future research should aim to foster diagnostic competence based on the model.

► We take a new perspective on teachers' diagnostic competence. ► We focus on diagnosing learning behavior. ► We develop a three-dimensional process model and test it by means of a case scenario. ► It fits the empirical data well. ► Following it leads to more accurate diagnoses.