Nadmiar jako problem diagnostyki edukacyjnej

The article presents an analysis of the phenomenon of surplus in educational diagnostics and strategies of coping with it adopted by diagnosticians (and teachers). An application of analysis of interpretative practice allowed for a characterisation of surplus on several strata in terms of its: location, possession, type of understanding and valid prescriptivism. The analysis led to the recognition of strategies employed by diagnosticians with a view to combatting it, not perceiving it, using it as a new area of diagnostic search carried out within the educational reality.