DIAGNOSTIC ASSESSMENT AND PEDAGOGICAL PLANNING: A PROPOSAL FOR A MODEL TO IDENTIFY LEARNING GAPS IN THE EARLY YEARS

Abstract

This article discusses diagnostic assessment articulated with pedagogical planning, presenting a proposed model for identifying learning gaps in the early years of elementary school. The objective was to analyze the theoretical foundations of diagnostic and formative assessment and systematize elements that allow for the transformation of data into pedagogical decisions, guiding interventions and monitoring progress. Methodologically, this is a narrative literature review, with a qualitative approach, constructed from studies on learning assessment, feedback, learning regulation, and curricular frameworks. The results indicate that diagnosis is more effective when organized by skills, anchored in frameworks such as the BNCC (Brazilian National Curriculum Base), and integrated into the diagnosis-intervention-monitoring cycle, with feedback and continuous replanning. It was evidenced that a structured model requires short and focused instruments, pedagogical analysis by skill, definition of short-term goals, targeted interventions, and periodic monitoring of progress. It is concluded that adopting a diagnostic model linked to planning strengthens teacher decision-making, promotes real learning progress, and helps to reduce gaps more consistently in the early years.