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A diagnostic exam helps identify students’ prior knowledge, skills, and learning needs before instruction begins. This allows teachers to plan more effectively, address gaps, avoid redundancy, and adapt strategies to support meaningful, personalized learning from the very start.

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A diagnostic assessment is a form of pre-assessment or a pre-test where teachers can evaluate students’ strengths, weaknesses, knowledge and skills before their instruction. These assessments are typically low-stakes and usually don’t count for grades. An identical assessment may be given post-instruction to identify if students have met a course’s required learning objectives.

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Pressure on Students: Assessment can generate anxiety and stress in students, especially when it focuses on summative measurement.

Assessment Bias: Assessment can be biased by the assessor, which can influence the student's evaluation.

Difficulty Assessing Non-Traditional Skills: It is difficult to assess skills such as creativity, critical thinking, or problem-solving skills with traditional assessment methods.

Focus on Memorization: Assessment can focus on memorizing and reproducing information rather than understanding and applying knowledge.

Continuous Assessment: It can generate constant stress for students and teachers and can be difficult to implement in practice.

Potential Implementation Problems: Assessment can generate implementation problems, such as delayed responses and complex results.

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Advantages of applying a diagnosis:

Clear identification of the problem

Improved decision making

Minimization of risks

Optimization of resources

Increased probability of success

Adaptation to the context

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I feel good and confident with my document because I followed all instructions. However, there were some problems that I did not understand. But, I will do my best to do better next time.

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Performing this diagnosis was somewhat stressful since I didn't have much time, but I managed to do it. I may have had some errors, but I hope this one works. Performing this diagnosis was somewhat stressful since I didn't have much time, but I managed to do it. There may have been some errors, but I hope this one works, and if not, I'll fix it.

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At the beginning of the process, I felt insecure about what type of activity were more attractive or useful and how implement them with childrens with a basic level of English, also I looked for vocabulary to make the questions, instructions and activities more easy for them.

Also I understand that is importan use different types of activities, use images, to facilitate their understanding.

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Creating the diagnostic exam for speaking and reading comprehension wasn’t hard overall, but it did require thoughtful planning. Structuring the reading section was fairly easy, especially when choosing a text with clear language and potential for inference. However, the most challenging part was designing the speaking section — especially the personal questions. It took time to think of prompts that were not only level-appropriate but also meaningful and comfortable for students to answer. I wanted to connect the questions to real experiences while keeping the tone respectful and open. In the end, I’m happy with the balance I found. The exam allowed me to assess not just grammar or vocabulary, but how students use language to express themselves. This process reminded me how important it is to create assessment tools that feel human, not mechanical — and to design with empathy, especially when we expect students to share a part of themselves.