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Diagnostics play an important role in the pedagogical field. For example, researchers make use of standardised test instruments in order to measure competences or skills of large groups of students. Teachers, in contrast, use less standardised methods to evaluate their students' individual learning progress. On the following pages [the authors] illustrate that both of these diagnostic approaches are important and may be combined in order to develop a successful pedagogical intervention or training concept. [The authors elaborate] by describing two successive intervention studies ([Berufsbezogenes Strategietraining = Professional Strategy Training] BEST-Study I and BEST-Study II). Both studies were carried out in classes of full-time vocational schools providing the first year of training for building trade apprentices (Einjahrige Berurufsfachschule Bautechnik). The main objective of the studies was to develop a training concept that would promote the professional competence of the often low-achieving apprentices in these classes.

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