Summary of "Evaluación diagnóstica 2024-2025"

Main ideas and lessons (what the video explains)

A new diagnostic assessment was developed for the 2024–2025 school year by Mejoredu together with the Ministry of Education.
It is aligned with the 2022 Mexican curriculum.
The assessment is designed to give teachers useful information about students’ learning processes at the beginning of the year.

Includes preschool (including 3rd year preschool) and also first grade.
It is process-centered, focusing on how learning develops, not only final results.
It aligns with learning phases and the curriculum’s formative fields, enabling teachers to:
- Diagnose progress
- Adjust lesson planning

Preschool: 3rd year (Phase 2)
Primary: Grades 1–6 (Phases 3 and 5)
Secondary: Grades 1–3 (Phase 6), for students enrolled in 2024–2025

Based on the 2022 curriculum: Phases 2–6 (from preschool grade 3 through secondary grade 3).
Includes four formative fields:
1. Languages
2. Knowledge and scientific thinking
3. Ethics, nature and societies
4. Human and community development
Considers the curriculum’s seven guiding principles.

The assessment uses Integrative Learning Exercises (EIA) (also referenced as E and A).
EIAs are situations/challenges connected to students’ daily life.
Students respond to problems so teachers can observe and assess how students integrate knowledge and skills.
The evaluation is described as being closer to:
- Situated assessment
- Authentic evaluation using constructed responses

Rubrics evaluate constructed responses.
Rubrics are organized into three levels of learning integration:
- Level 1: learning requires support
- Level 2: learning in process of development
- Level 3: learning developed
This supports diagnosing each student’s learning stage and enabling more targeted support.

The work was collaborative from the beginning, including:
- defining what will be evaluated
- defining how it will be evaluated
- defining why it will be evaluated
A working group included:
- Teachers
- Pedagogical technical advisors
- from preschool, primary, and secondary (different service types)
- from 19 federal entities
The group also collaborated with the Ministry of Public Education in areas such as:
- continuing education
- evaluation
- curriculum design
They selected significant content and learning activities to ensure transversality across formative fields.
Teachers created activities to integrate formative fields for each phase.
Activities were reviewed with support from Mejoredu and the Ministry, then piloted across multiple federal entities in preschool/primary/secondary.
Student feedback supported refinements, including:
- refining exercises
- developing rubrics using real student responses
Final EIAs and rubrics are provided for the diagnostic assessment of the school year.

Two EIAs per learning phase, starting from Phase 2 (3rd year preschool).
Expected scheduling:
- Each EIA is answered in one school day (with a break)
- Session 1: apply EA1
- Session 2: apply EA2
- Total application concludes in two school sessions
EIA titles referenced in the video (some subtitle inconsistencies noted):
- Phase 2
  - “How am I and what is the world I live in like?”
  - “Let’s talk about the monarch butterfly”
- Phase 3
  - “School trash”
  - “Let’s talk about water”
- Phase 4
  - “Where I come from, where I am from, and the lack of water is a problem”
- Phase 5
  - “We are what we eat”
  - “Let’s act against child violence and gender inequality”
- Phase 6 (1st–2nd year secondary) (video text appears to reference multiple related items; captured as subtitle content)
  - “First and second year of secondary school until dignity becomes the norm”
  - “Child abuse and … a problem of great magnitude” (title fragment)
- Phase 6 (3rd year secondary)
  - “The visual arts in Latin America and promoting well-being in our community”
The video also emphasizes that across EIAs:
- different social problems are explored
- there is a link to curriculum articulating axes
- they connect to work in free textbooks/projects

Aligned with the 2022 curriculum (phases, formative fields, articulating axes).
Process-centered, providing in-depth information about learning.
Uses challenges students can achieve at their level, supporting:
- self-efficacy
- a sense of accomplishment
- belonging (responses reflect family, school, personal, and social contexts)
Provides qualitative information to improve lesson planning and supports adaptation for students with learning barriers.
Considers students’ specific contexts.

Teachers are invited to explore additional modules with deeper analysis of learning outcomes for each phase (Phase 2 to Phase 6).
The exercises are presented as collaboratively developed tools to help teachers understand students’ progress at the start of the year and support them through classes.

Mariana (works at Mejoredu; speaker introducing the diagnostic assessment)
Government of Mexico (source referenced at the end)
Ministry of Public Education / Ministry of Education (mentioned as a developer/collaborator)
Mejoredu (mentioned as a developer/collaborator)
Working group (teachers and pedagogical technical advisors from preschool/primary/secondary; from 19 federal entities)