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This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Brief summary of the multilateral COMENIUS MopeD Project (Modules of an educational diagnostics method to promote learning processes)
The MopeD project is a COMENIUS project that is being financed by the European Commission from 2006 to 2009.

Project partners:
Béthlen Gábor Közlekedési és Köszgazdasági Szakközépiskola, Budapest
DIA-SPORT Association, Sofia
IUFM, Créteil. IUFM de l’académie de Créteil, Paris XII
Pädagogische Hochschule, Salzburg
Studienseminar für Gymnasien, Frankfurt (co-ordinating institute)
University of Cumbria, Carlisle
Warminsko-Mazurski Osrodek Doskonalenia Nauczycieli w Elblagu

There is currently a great deal of interest in the thematic area of educational diagnostics in many countries in the European Union. However, scientific and didactic analysis is still in its infancy in many places. In many cases, performance measurement and performance evaluation are still the primary focus.

MopeD has set itself the goal of developing qualification options in the area of educational diagnostics. The objective is to empower teachers at general education and vocational schools in the area of learning process diagnostics, performance diagnostics and remedial diagnostics so they are able to support learners individually and in a targeted manner during classroom teaching and competently assist them in their personal development. In addition to general support, the special objective is to improve quality in the learning areas of reading and writing in the language of instruction, foreign languages and mathematics.

The project is in line with the educational concept based on pupil, action and product-oriented learning where learners can comprehend themselves as independently active participants and become actively involved in their own learning processes. Those principles have been incorporated into the materials for diagnostics, as well as the structure of the modules and the sequence of the training courses, which have been organised in line with participant and application oriented training didactics and methods. Against this background, participants are given opportunities to try out and evaluate instruments for educational diagnostics either in the classroom or within the peer group context in the course of the teacher training and supplementary training measures.

The target group of the supplementary training modules of the project are individuals in all phases of teacher training (this varies depending on the partner country): students aiming for a teacher’s degree, teachers in training and teachers already working in practice, teacher training instructors, supplementary training instructors. The project offers a wide range of opportunities for an exchange of ideas and experience as a result of the schools and institutes that are taking part in the project (general educational and vocational facilities). By qualifying the teachers, we would also like to achieve a direct, sustainable impact on teaching methods and on school itself, for example by organising lessons to permit educational diagnostic assessments so learners can experience new ways to perceive and shape their own learning process.