The purpose of this scientific article is to know the importance of diagnostic evaluation to determine previous knowledge in students. Descriptive research and qualitative method were used. The diagnosis allows to obtain information on the initial level of learning that the student has based on which decisions will be made for continuous improvement and leveling of knowledge by applying effective feedback. The prior analysis of learning styles and proper planning of academic reinforcement allow the achievement of significant learning. It was evidenced that the majority of teachers know the relevance of diagnostic evaluation in student learning, however there is a minimum percentage that does not know its usefulness. The results allow us to reflect on educational practices and seek proposals for improvement so that teachers and students feel motivated and engaged in the teaching-learning process.
Volume 11 | 06-Special Issue
Pages: 1906-1914