DIAGNOSTIC ASSESSMENT IN THE EARLY GRADES OF ELEMENTARY SCHOOL: FOUNDATIONS AND CONTRIBUTIONS TO LEARNING RECOVERY

Abstract

This article discusses diagnostic assessment in the early grades of elementary school, highlighting its foundations and contributions to learning recovery. The objective was to analyze theoretical bases of diagnostic assessment and to understand how its results can guide pedagogical planning, teacher decision-making, and intervention strategies aimed at learning recovery of essential skills. Methodologically, this is a narrative literature review with a qualitative approach, based on studies on diagnostic and formative assessment, evidence-informed planning, and guiding documents on learning recovery. The findings indicate that diagnostic assessment is more effective when articulated with a diagnosis–intervention–monitoring cycle, including pedagogical feedback and continuous replanning. It also shows that learning recovery requires curricular prioritization, goal setting by skills, flexible grouping, and systematic monitoring of progress, avoiding a mechanical “content review” approach. The study concludes that strengthening diagnostic assessment as a continuous pedagogical practice increases schools’ capacity to identify gaps, plan interventions, and sustain learning recovery focused on real progression of learning.