Teachers’ diagnostic competences: a literature analysis
DOI:
https://doi.org/10.5902/1984644471057Keywords:
Diagnostic competences, Judgments, TeachersAbstract
This essay aims to reflect on teachers’ diagnostic competencies in order to understand and analyze the relationship between such competencies and students’ performance. To achieve this, a bibliographic research method was employed, drawing on conceptual approaches and research evidence in the field. Four categories of analysis were established, based on a free analysis of the material found: comparison of judgments in different academic areas; comparison between different performance levels; influences on judgments; and judgments of non-academic skills. These categories served as a framework to classify the selected articles and enable reflections with the purpose of understanding the aforementioned relationships. The results show that teachers find it easier to assess students’ performance in reading than in mathematics, and to judge students with typical rather than atypical performance. Furthermore, research evidence indicates that teachers’ judgments are influenced by factors beyond students’ academic performance, such as their sociodemographic characteristics, gender, ethnicity, and behavioral issues. Regarding the judgments of non-academic skills, the findings reveal that these also impact students’ academic performance. It is concluded that making diagnostic judgments about different student-related factors is a complex task that requires substantial preparation from teachers. In this regard, the need and importance of teacher training, together with public policies, are highlighted in order to provide adequate support so that teachers can improve their skills and, consequently, enhance their practice.
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