IDENTIFYING LEARNING GAPS IN THE EARLY GRADES: DIAGNOSTIC ASSESSMENT AND EVIDENCE-INFORMED PEDAGOGICAL PLANNING

Abstract

This article discusses identifying learning gaps in the early grades of elementary school by articulating diagnostic assessment and evidence-informed pedagogical planning. The objective was to analyze theoretical foundations of diagnostic and formative assessment and to discuss how data use can guide teacher decision-making, interventions, and continuous monitoring of learning. Methodologically, this is a narrative literature review with a qualitative approach, based on studies on learning assessment, feedback, learning regulation, and curricular references. The findings indicate that diagnostic assessment is more effective when integrated into a diagnosis–intervention–monitoring cycle, including pedagogical feedback and replanning, avoiding classificatory use. It also shows that evidence-informed planning requires skill prioritization, flexible grouping, focused instructional sequences, and systematic monitoring of progress, anchored in references such as the BNCC. The study concludes that identifying gaps based on evidence and turning data into continuous pedagogical actions strengthens teacher decision-making and supports real learning progression in the early grades.