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Bridging the gap between diagnosis and learning in the classroom is the focus of our software tool PEDALE. It allows the usage of open-format questions, knowledge sharing and peer review of other students' solutions through the exchange of hand-written notes. A pilot study with teacher educators proved the potential for diagnostic support for teachers and at the same time promoting adaptive individual learning and exchange among students. The results indicate crucial design issues and future improvements, as well as the requirement of a teacher panel, providing a supervision of the learning scenario.

The basis for individual students' instructional support by teachers is an individual diagnosis of one's learning advances and difficulties. Even though sophisticated diagnostic tools exist, it remains an open question how diagnosis and learning can be merged into a consistent pedagogical method to support both teachers and students with feedback about the learning process. We propose a model for integration of peer assessment functionality for learning into a computer-based Adaptive Diagnostic Learning Environment to solve central problems of classroom diagnostic assessment, adaptive learning and knowledge transfer between peers in a classroom environment. The addressed issues, the approach and our evaluation setup are explained.