APPROACH TO THE EDUCATIONAL DIAGNOSTIC MODEL

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APPROACH TO THE EDUCATIONAL DIAGNOSTIC MODEL

• Marí Mollà, R. Sánchez Delgado, P. Gastaldo
  Bartual, I.
• Dpt. M.I.D.E. Universitat de València

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• THE NEW EDUCATIONAL PLANNING LAW LEADS TO A

New reality

• A NEW EPISTEMOLOGICAL AND METHODOLOGICAL BASIS
  THAT

• Leaves traditional assessment models
• Adopts a methodology based on the
  teaching/learning process

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THE EDUCATIONAL DIAGNOSTIC MODEL Characteristics
SUBJECT

• Any person, group, class or institution

• Viewed in its totality and complexity

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THE EDUCATIONAL DIAGNOSTIC MODEL Characteristics
SUBJECT

• Every relevant indicator and variable (values,
  context...)

• for a comprehensive education,
• in the scope of diversity,
• that allows curriculum accommodations

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THE EDUCATIONAL DIAGNOSTIC MODEL Characteristics
OBJECT

• Educational situations student, educational
  establishment, social/family context.
• Individual educational problems and possibilities
  are caused by personal and environmental factors.

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THE EDUCATIONAL DIAGNOSTIC MODEL Characteristics
PURPOSE

• Learning disabilities (remedy or recovery)
• Learning problems (promotion, development,
  prevention)
• Support to the development of the educational
  process in order to attain improvement.

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THE EDUCATIONAL DIAGNOSTIC MODEL Characteristics
REMEDIAL PROGRAM

• The program is one of the stages of the
  educational diagnostic process

It establishes a prediction
It produces remedial activities
It suggests the control and evaluation of the
success
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DIAGNOSTIC METHODOLOGICAL PROCESS
Accurate and systematic
Ordinary methodologyof applied research
Scientific and professional

• Collecting information
• Analysing information
• Assessing information
• Remedial program
• Evaluating the process

For a complex object
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The multidisciplinary, multivariate, and
multilevel nature of educational problems
requires
A COMPREHENSIVE METHODOLOGY
Paradigmatic complementarity
And multilevel analysis
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THE MULTILEVEL ANALYSIS IS BETTER CARRIED OUT
THROUGH
MEDIATIONAL COMPREHENSIVE MODELS
Information from mediations is expressed by
factors
They understand complex realities
They offer the key for a following remedial
program
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DEFINITION OF EDUCATIONAL DIAGNOSTIC
Scientific and professional activity placed
within the teaching/learning process, which
includes measurement, assessment and evaluation
activities. It is an accurate and systematic
research process, with an epistemological basis,
aimed to know and assess any educational fact in
order to take a decision which causes a change or
an improvement within the teaching/learning
process.
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Contact
ricard.mari_at_uv.es http//www.uv.es/mari
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