APPROACH TO THE EDUCATIONAL DIAGNOSTIC MODEL

Abstract

New educational conditions require that the complexity of the diagnostic object is analyzed in a contextualized, multidimensional and dynamic way which provide solutions. This paper aims to present a new epistemological approach that can be applied to educational diagnosis research in order to establish the scientifical basis. This diagnostic process reassesses its theoretical and methodological basis and, from a multilevel approach, takes up an integrative position which can be defined as paradigmatic complementarity.