Webinario "Evaluación diagnóstica y acompañamiento docente"

Main ideas, concepts, and lessons

• Upper secondary as a decisive turning point

  • The transition from basic education to upper secondary is a critical moment for students’ educational trajectories.
  • Many students face doubts, fears, and life-plan decisions.
  • Dropout risk is highest in the first semester (and also between the first and second semester).

• Diagnostic assessment at entry (EDEMS / IDMS) as a support tool

  • Diagnostic evaluation is presented as the starting point to understand what students already know and what they still need.
  • Its purpose is not to classify or exclude students, but to guide early, targeted support so they can progress successfully.
  • It helps avoid fatalistic reasoning (“if they didn’t learn it before, they can’t do high school”); instead, it supports teaching missing foundations.

• Retention and permanence are shared responsibilities

  • School retention is framed as a responsibility of the entire educational system, not just students or families.
  • The “real challenge” is not only admission—it is ensuring students stay, learn, and complete their studies.

• Rights-based and inclusion-focused framework

  • Upper secondary education is treated as a right, supported by institutional commitments and laws/policies.
  • Campaign logic: “My Right, My Place” ensures every eligible student has a guaranteed place close to home.

• Student engagement and sense of belonging prevent dropout

  • Students remain in school when they find meaning, build connections, and feel valued.
  • Student affiliation is strengthened through school life: extracurricular activities, participation, and welcoming school environments.
  • Key message: when students fail a subject, it signals that schools must adjust and support—because teachers need to teach what students don’t know and consolidate what was missing.

• Transition support should be continuous and comprehensive

  • Support is not limited to the beginning; it is ongoing throughout students’ trajectory.
  • Transition involves academic, personal, emotional, and social change—students are also constructing identity and life projects.
  • The approach includes guidance, socio-emotional development, curriculum integration, and tutoring.

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Methodology / process described (detailed steps)

A) “Lines of action” for institutional and academic management

• Institutional management

  • Streamline processes
  • Implement early warning systems
  • Strengthen inter-institutional collaboration
  • Ensure conditions of social justice

• Academic management

  • Strengthen tutoring
  • Provide educational guidance
  • Support socio-emotional development
  • Promote curriculum integration
  • Provide ongoing academic support

B) Diagnostic Assessment System / entry diagnostic (EDEMS / IDMS) — workflow

• Goal

  • Identify prior learning and current learning status in essential areas.
  • Generate support needs for students starting upper secondary.
  • Support inclusion, equity, social justice, and a rights-based perspective.

• When it happens

  • Administered at the start of classes (beginning of the school year; “first day of classes”).

• What the assessment aims to produce

  • Determines whether learning areas are:
    • Strengthened/consolidated
    • In process/developing
    • Initial level
  • The purpose is to use results to reinforce learning as early as possible.

• Content/areas evaluated (assessment objects)

  • Language
  • Mathematics
  • Natural sciences
  • Experimental sciences
  • Social sciences
  • Guide for critical and reflective thinking (from the individual to an inclusive collective)

• Result use

  • Students receive personalized results indicating opportunities for improvement and what has already been learned.
  • Results inform a preparatory course and subsequent instructional planning.
  • Results are disseminated to:
    • students
    • parents/guardians
    • teachers
    • school leadership
  • Reporting occurs at state and national levels to support system planning.

• Instrument construction and validation

  • Developed with teaching staff (not only a small team):
    • Teachers from various subsystems/regions contribute to the matrix, test items, and study guide.
  • The preliminary instrument is piloted in basic education institutions to check validity and reliability.

• Important principle: assessment should not sort or discriminate

  • Avoid using results to assign places or subsystems in discriminatory ways.
  • “My Right, My Place” emphasizes that students should already have their place; therefore:
    • Assessment is not for admission placement, but for instructional support after entry.

• Modes of administration (3 options)

  1. Online (virtual system) for schools with internet access
  2. Local/offline digital installation for schools with computers (internet may be limited)
  3. Paper/reproduced instrument for places without internet/computers

C) Preparatory course — what it is and how it works

• Purpose

  • Use diagnostic results to reinforce areas where students are still developing or at an initial level.
  • Strengthen the transition from basic education to upper secondary.

• Duration

  • Recommended: about 2 weeks
  • The exact length can vary depending on results and needs.

• Who teaches

  • Generally taught by the same teachers who will conduct classes for those subjects.
  • Can include support from administrative staff and school authorities if needed.

• What it can include

  • Activities in student and teacher manuals
  • Socio-emotional activities
  • Induction activities to help students understand how their new school works
  • Activities that directly reinforce the learning diagnosed as lacking

D) Post-test and strategy planning

• Post-test

  • Administered after the preparatory course to see whether there has been progress and whether further strengthening is needed.

• Bridging logic

  • Instruments use a comparison between:
    • elementary graduation profile
    • upper secondary entry profile
  • This identifies essential prior learning needed for a more successful trajectory.

• Action plan creation

  • Teachers/schools are encouraged to create action plans using diagnostic results.
  • This supports students through coordinated strategies in school and classroom practice.

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Purposes for classroom practice (transition axis implemented across subjects)

Guidelines aimed at helping students:

• Reflect on the meaning of school in their life plans
• Explore academic and career alternatives
• Identify institutional processes that promote participation
• Develop study and organization habits
• Understand high school as a learning and living community
• Answer key questions:
  • “Why am I here?”
  • “Who should I turn to if I need help?”
  • “What options do I have?”
• When students find meaningful answers, engagement and likelihood of staying increase.

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Speakers / sources featured (identified people and roles)

1. Dr. Virginia Lorenzo ONS — Sector coordinator for academic strengthening
2. Dr. Delia Carmina Tomar Vázquez — Director of Educational Innovation and Curriculum Development (Academic Sector Coordination)
3. Teacher María Fernanda Martínez Villegas — Area director at COSAC (mentioned as “Teacher Fernanda Toar/Martínez Villegas” in subtitle text)
4. Dr. Taña Ogla Rodríguez Mora — Undersecretary of Upper Secondary Education
5. Alberto — Professor Alberto; referenced as part of the Directorate of Teacher Training, Professional Development, and Continuing Education (COSAC context implied)
6. “Alberto’s department/team” / Directorate of Teacher Training, Professional Development, and Continuing Education — referenced as the supporting structure (not a single named person)