Diagnostic data only helps when it is collected reliably, evaluated meaningfully and translated into concrete support and teaching decisions. Three production-ready tools — language diagnostics, teaching feedback and competency check — make this possible in vocational schools.
The three tools cover different diagnostic perspectives — and complement each other in a shared school development approach: Where do students stand linguistically? How effective is the teaching? How do students see themselves?
The Nuremberg Vocational Schools German Test provides a standardised assessment of language competencies and delivers actionable insights for support and teaching development.
The EMU feedback tool makes teaching quality visible through criteria-based peer feedback and supports collaborative reflection and teaching development.
The competency check supports students in reflecting on their behaviour, work style and competencies — and comparing their self-assessment with peer assessments.
The NBD-T is published in the Zeitschrift für Interkulturellen Fremdsprachenunterricht — a standardised, multi-dimensional language test for the start of vocational training.
All three tools run in everyday school operations and are documented for administration, evaluation and follow-up — not prototypes, but reliable solutions.
NBD-T, EMU and competency check cover language, teaching quality and student self-image. Schools can start with one tool and expand the approach step by step.
Evaluations are structured to allow concrete pedagogical conclusions: identify support needs, improve teaching, give counselling conversations a solid foundation.
Diagnostics only delivers value when the tool, administration and evaluation are aligned. This process has proven itself in vocational schools.
What diagnostic question needs to be answered? Language proficiency, teaching quality or competency development — the objective determines the right tool.
NBD-T, EMU or competency check are assessed against target group, administration conditions and evaluation capacity, then prepared for use.
Digital administration, structured evaluation and results preparation for teachers, teams or counselling sessions.
Results feed into support decisions, teaching development or individual counselling — data becomes action-guiding rather than just documentary.
Depending on the starting point and goal, there are three ways to get started with pedagogical diagnostics — from a first overview to a school-specific implementation and ongoing support.
For school leadership, subject conferences and events: background, findings and practical experience from language diagnostics at the start of vocational training.
View talkFor teams who want to get to know a tool in practice, prepare it and develop first evaluations — with direct transfer into everyday school life.
View workshopFor schools that want to use evaluation results systematically and make support or teaching decisions on a data-informed basis.
View consultingDer Artikel diskutiert Potenziale und Herausforderungen der Sprachdiagnose in der beruflichen Bildung und stellt den NBD-T als digital durchgeführten, standardisierten und mehrdimensionalen Test zu Beginn der Berufsausbildung vor.
A first conversation is enough to clarify the starting point, target group and the right entry format — whether talk, workshop or consulting project.