Teacher education quality and effectiveness have been at the centre of policy discussions in the last decades. As part of efforts to improve teacher preparation, law 20.903 requires Chilean universities to design and apply diagnostic tests assessing the construct of their choice to all first-year preservice teachers. Based on these results, universities must design strategies to support their students. However, universities are facing challenges in implementing these tests, primarily due to the complexity, time and cost associated with developing high-quality tests. In collaboration with three universities, we developed three diagnostic tests: Social Thinking Test, Attitudes Towards Diversity Questionnaire, and Mathematics test for Teaching in Primary Education. Unlike many of the tests currently used by universities, these instruments were specifically designed to measure core teaching skills and attitudes defined by the national standards for Chilean teachers. To collect validity and reliability evidence, the tests were piloted with over 850 Chilean preservice teachers. Reliability was analysed using Cronbach's alpha, with results ranging between 0.67 and 0.92. Validity was examined based on content and internal structure evidence. The analysis of content evidence indicated good coverage of the target domains as defined by the assessment frameworks, and internal structure results point towards the presence of multidimensionality in two of the three tests. This paper discusses the results of these pilot studies and how diagnostic tests that are constructed and analysed from the perspective of the standards (American Educational Research Association, American Psychological Association y National Council on Measurement in Education, 2014) can provide valuable information to improve the effectiveness of teaching education.