by Barbara Teeke


For lack of a better term we will refer to this specific testing practice, which aims at the identification and subsequently at the adequate support / advancement of bright and gifted children, by the phrase „diagnostics for advancement“.

Diagnostics for advancement focus on the child.
Special attention is given to the social environment of the child. This includes the most important persons who are and have been accompanying the child throughout its development.

Diagnostics for advancement start with the strengths of the child to develop these further and supply the child with a sense of achievement, confidence and additional strengths. All the while attention is being given to those experiences of success and failure which have so far strengthened or weakened the child.
Based on these considerations those areas which need attention can be determined together with the child and the parents.

Soundly conducted diagnostics for advancement start with the strengths of the child.

The test procedures applied to this end allow to establish a performance profile and are apt to determine the state of development, the working attitude and motivation of the child.

In our practice we primarily apply diagnostics for advancement in order to determine whether a child is gifted. If you would like to find out more about our practice in Witten, please click here:

The actual test procedures are complemented with accompanying observations which contribute to a multifaceted image of the child. Such diagnostics for advancement enable us to determine possible approaches to pedagogic or therapeutic intervention.

The object of diagnostics for advancement is always to initiate a positive development of the child. To me it is essential to not only present the results of the test to the parents but furthermore to discuss and consider subsequent measures of support and advancement of the child.

See also:
Standards for Conducting Diagnostic Test Procedures
Possible Reasons for the Implementation of diagnostics for advancement
Thoughts, Worries and Fears Experienced by Parents and Pedagogues with Regard to Testing


Barbara Teeke is a kindergarten teacher and social pedagogue with a special qualification for pedagogic-psychological test procedures.
She conducts diagnostics for advancement test procedures (in a practice in Witten, Germany) und works as a freelancer, course instructor and speaker for the IHVO Bonn.


Published in German: May 5th 2007
Translation: Arno Zucknick
Copyright © Barbara Teeke 2006, see Imprint.