The educational diagnostics has developed since the sixties as a special discipline of the sciences about education. It has kept its specific position ensuring from the traditional pedagogical thinking in Germany.
The gradual forming of the educational diagnostics happened in two stages: The first was stimulated by the reform pedagogics, while the real differenciation of the educational diagnostics has been carried out only from the seventies, and it is only this stage which neanes its gradual establishing in the system of sciences concening education. The elementary ternds aim at the integration of quantitative processe and at deliminating the selective social norms. It has kept the qualities of an empirical science with the basic aim at the evaluation of the learners' school effectivity