Dwie dekady dojrzewania diagnostyki edukacyjnej w Polsce

Bolesław Niemierko

Abstract

Educational diagnostics constitutes the theory and practice of recognizing contexts, processes, and outcomes of Children’s, youth’s and adults’ learning. As a pedagogical subdomain it was launched in Poland in 1993. Since then nineteen nation-wide conferences have been held in this fi eld and in 2004 the Polish Association of Educational Diagnostics was established to coordinate the activities. The paper carries a review of the main conferential threads as well as their methodological characteristics. Alongside the general theory and the ethics of diagnosis their programs were predominated by achievement grading, external examinations, international surveys, applications of classi- cal and probabilistic measurement theory, educational value-added studies. Most of methodologically advanced research concerned junior high-schools (gymnasia) on the ground of availability of standardized measurement outcomes for unbiased populations of applicants and graduates. The author of the paper claims (1) fearless reaching for achievements of the disciplines kindred to education, such as the economical theory of human and social capitals, psychological theory of transactional analysis, neurobiological memotype theory, (2) gradual introduction the diagnoses to the whole area of life-long education and to all the family, school, extracurricular, and vocational environments, (3) initiating educational diagnostics into regular teacher-training courses.