DIAGNOSTIC EVALUATION: CHARACTERISTICS, INSTRUMENTS - ECONOMÍA - 2025

The diagnostic evaluation is a tool that is used to analyze the students' previous knowledge in relation to a subject that is going to be studied. Also known as initial evaluation, it can be applied in any type of educational context, although it is normally used mainly within regulated education.

The objective of this evaluation process is to discover what the students know in relation to the expected learning that they are going to try to achieve throughout a course or part of it. In this way, the teacher can modify her approach to place more emphasis on the parts of the subject that the students are less proficient.

In general, it is applied at the beginning of the school year, and individually for each subject to be developed in the classroom. However, it can also be used at the beginning of a new topic or unit, or when changes are made within a subject that has already started to be studied.

characteristics

Next we will see some of the most important characteristics of this type of evaluation system.

It is a subtype of formative assessment

Because its main objective is to discover what exactly students know in order to modify the learning process, the diagnostic assessment is usually classified as a version of the formative.

Therefore, many of the tools used to assess students' initial knowledge are the same as those used to correct the teaching system based on what students are learning.

However, because it has some characteristics of its own, the diagnostic evaluation also has its own procedures, which will be studied later.

It does not serve to put note

The main objective of the diagnostic evaluation is not to grade the students' work with a numerical score, nor to decide if they have the necessary knowledge to pass the course.

On the contrary, its function is to serve as a guide to both the teacher and the students regarding which parts of the syllabus should be worked on in more depth.

This type of evaluation process can even help detect students with special needs.

Thus, after taking the relevant tests, the teacher may discover that some of his students need to take a support course, or that others should be at a more advanced level.

Helps to generate meaningful learning

Within the latest research related to education, one of the most important discoveries is that of significant learning.

It would be a theory that predicts that students would acquire knowledge in a more effective way if the theory could be related to their own lives, to their concerns and concerns.

By conducting a diagnostic assessment process before beginning the syllabus, teachers can discover what prior knowledge students have.

In this way, you will be able to relate all the new ideas you want to convey to those that your learners previously had.

Thus, the theory predicts that students will have much less trouble memorizing new information, since at all times what they learn will be built on the basis of all the knowledge they previously possessed.

There are different types of prior knowledge

The developers of the theory of diagnostic evaluation defend that there are at least three types of knowledge that students can have before starting to study on a specific topic.

The first type would have to do with those previous knowledge and skills that are disorganized, and that have little relation to what is going to be studied in a specific topic.

For example, knowing how to ask questions would have to do to some extent with the study of the social uses of language, but it would not be especially relevant knowledge for the subject.

The second type of prior knowledge has much more to do with the subject that has to be learned. In the study of mathematics, for example, knowing how to perform a second grade equation before going to class would be very useful for those students who have to start studying algebra.

Finally, the students could also have ideas, beliefs and previous mental representations about some aspects of the world relevant to the topic to be studied.

For example, when studying the effects and workings of gravity, many students mistakenly believe that objects with a greater mass fall faster than one that is less heavy because of it.

The trainer's job, therefore, is to identify all this knowledge and the way in which it can influence the educational process that is about to begin.

Different tools must be used

Since it is not a regular assessment process, since it is necessary to discover different types of knowledge, the teacher must be able to use different types of techniques and procedures to find out what exactly the students know before starting to teach the syllabus.

Next we will see what are some of the most used tools within the context of diagnostic evaluation.

Instruments

To carry out a good diagnostic evaluation, it is necessary to combine tools from different disciplines.

Thus, in order to be able to identify the initial knowledge that students have before starting a syllabus, a teacher has to use both quantitative and qualitative instruments.

Quantitative tools, such as exams or written assignments, will allow the teacher to quickly discover if the student has previously been in contact with some type of formal training on the subject to study.

On the contrary, qualitative instruments such as interviews or lectures in class will serve to identify the other types of prior knowledge that may be relevant for the study of a subject. However, these tools are more expensive to use, so they are less widespread in classrooms.

In the new education of the 21st century, teachers must be able to increasingly implement the use of both types of tools to perform the initial assessment in the best possible way.

References

1. "Diagnostic evaluation" in: Ministry of education of Colombia. Retrieved on: June 07, 2018 from the Ministry of Education of Colombia: mineducacion.gov.co.
2. "Diagnostic evaluation" in: SlideShare. Retrieved on: June 07, 2018 from SlideShare: es.slideshare.com.
3. "Diagnostic evaluation" in: The Guide. Retrieved on: June 07, 2018 from La Guía: educacion.laguia2000.com.
4. "The diagnostic evaluation" in: Blog Santillana. Retrieved on: June 07, 2018 from Blog Santillana: santillana.com.mx.
5. "Theoretical framework of diagnostic evaluation" in: Department of education of the government of Navarra. Retrieved on: June 07, 2018 from the Department of Education of the Government of Navarra: educacion.navarra.es.