On the Benefits Deriving from Educational Diagnosis The paper addresses the issue of the benefits arising from educational diagnosis, to be obtained – presumably – by students, parents and education authorities. The attaining of information supporting the process of education and upbringing has been shown as examples of such benefits. These, however, having been interpreted in terms of either an educational success or a failure, can be the source of negative consequences for the people involved. At the institutional level, the attainment of data confirming the usability of education, and some consequences of treating usability as the greatest value has been paid attention to. It has been presented that if education serves the student’s sake only seemingly, then the diagnosis conducted within its frame turns only seeming and so does the benefit it leads to.