Domänenspezifische Diagnose & Förderung des Schreibens – Was brauchen angehende Lehrkräfte?

Training of pre- and in-service teachers in writing assessment and development has a high impact on language and literacy education; however, it is rarely discussed what kind of knowledge, skills and abilities are required for such training tasks. Against this background, this article describes a research project that aims to shape a deeper understanding of the processes and competencies needed for writing assessment and development in order to propose a model for professional development. The findings of the research project provide first information on the proficiency of 23 pre-service teacher students’ writing assessment literacy. The criteria adopted for evaluating the students’ proficiency level take account of their reflections on subject-specific conditions of writing at school as well as on choosing proper diagnostic tools and for defining appropriate learning goals and didactic measures that suit the pupils’ needs.