Die dimensionale Struktur diagnostischer Urteilskriterien

Diagnostic judgements are part of teachers' daily practice and crucial for students' academic development. Previous studies provide insights into judgement processes and point to different content-related and generic criteria diagnostic judgements are drawn on. Up to know it has not been clarified what criteria pre-service teachers use to judge students’ solutions in mathematics in different phases of teacher education and how these judgements are structured. Findings in this regard can contribute to the understanding of diagnostic judgements and can provide implications for teacher education. Against this background, justifications for the judgements of student solutions (n = 110 pre-service teachers in primary education) were collected and investigated by content analysis. Based on the identified judgement criteria, the dimensional structure of diagnostic judgements of pre-service teachers was examined in several sub-studies with further samples of (n1 = 168, n2 = 209, n3 = 209) using confirmatory factor analyses. According to the results, diagnostic judgements of prospective teachers show the following four dimensions in the judgements of mathematical student solutions: Understanding, Quality of solution, Presentation of Procedure, and Motivation. In addition to the findings on the structure of pre-service teachers' diagnostic judgements, a survey instrument was developed that can be used in further studies to investigate how diagnostic judgements develop through appropriate learning opportunities.