Technical Sheets ON PSYCHO-PEDAGOGICAL INSTRUMENTS

INTRODUCTION
When we talk about evaluation we refer to: Process that

aims to determine the degree of effectiveness and
efficiency with which the resources destined to achieve the
planned objectives have been used, enabling the
determination of deviations and the adoption of corrective
measures that guarantee the adequate compliance with
budgeted goals.
This work is intended to be a compilation of various

batteries, tests, guidelines, etc., of psycho-pedagogical
evaluation that cover the three areas that the work of this
profession encompasses.
We find it satisfactory to contribute to the creation of

material, which, although not unprecedented, helps to
facilitate the task of the student, and why not, of the
professional in this field.
In the following pages, we will find information about

the tests that are standardized and/or validated in Chile,
which is why this is intended to be an updated work
tool.
2 G
AREA
BACKGROUND
RELEVANT
(ANRE)
FULL NAME Clinical history of development and learning i ANRE 2 1
INITIALS ANAMNESIS
AUTHORS Matilde Müller
AIM Collect objective and subjective information in order to build the life history of the beneficiary
AGE APPLICATION No age limit. The mother answers. STAGE:
• Initial
• Intermediate
APPLICATION Individual
RULE Does not have
ESCALATION Does not have

SUBTEST (Items) family history, prenatal, perinatal, developmental, pathological history, psychosocial, educational, recreational activities, in
relation to the family.
MATERIALS Printed format, pencil paste.
OBSERVATIONS Only applies if it is possible to collect the information
4
COGNITIVE AREA
(COG)
FULL NAME Verbal screening battery for learning disorders
; COG
¡
INITIALS BEVTA "/10
AUTHORS
• Luis Bravo Valdivieso
AIM • Arturo Pinto Guevara

Determine the functioning of some psycholinguistic processes that are important for basic school learning.
AGE APPLICATION 7 to 12 years

STAGE:
- Initial
APPLICATION
RULE
• Individual
• By age
• By socio-economic level
• Raw score
SUBTEST
• TAVI
• 3S
• CAT-V
MATERIALS Protocol, pencil, manual.
OBSERVATIONS
FULL NAME Usual laterality test
INITIALS Does not have i COG

"1*
AUTHORS
• Marguerite Auzias (1977) In: Condemarin Chadwick (1986)
AIM Help left-handed and ambidextrous children choose which hand to write with.
AGE APPLICATION 5-11 years STAGE:
• Initial
• Intermediate
APPLICATION
RULE
• Individual
• Laterality formula
ESCALATION • Laterality
Does not have quotient, % achievement
SUBTEST
• Laterality formula 2 tests: -
10 items (reduced)
20 items
-
MATERIALS
- Bottle with screw cap.
- Box of matches.
- Scissors and sheet of paper
6
- 10 ct tube. and a little ball
- Cardboard sheet with a drawn flower and a hole between the stem and the flower. A cord at the base of the
stem.
- Brush with handle and a shoe
- Thread spool with thread
- Two glass tubes
- Cork and a pin
- Screw with a nut
- Playing cards
- A sheet with a circle drawn on it. A pin with a colored head.
- Sheet of paper with a cross and an eraser
- Needle stuck in a cork and a nylon thread
- Clothes brush without handle
- dropper
- A cup of tea, a spoon, a ball
- a bell
- A zippered case
- A glass.
OBSERVATIONS
FULL NAME Swanson, Logan and Pelham quantitative scale
INITIALS SNAP IV
COG!
-------- ‘/1%
AUTHORS - Swanson, Logan and Pelham
AIM - Evaluation of ADHD symptoms

AGE APPLICATION 5-11 years STAGE:
• Initial
• Intermediate
APPLICATION - Individual
RULE - total score

ESCALATION
-Screening scale
-2 subscales: Inattention and Hyperactivity/Impulsivity.
SUBTEST - 18 Likert-type items of 4 grades
MATERIALS - Protocol, pencil and paste.
OBSERVATIONS - Two versions: parents and teachers
FULL NAME Expressive Language Evaluation Scale

COG
INITIALS ELEEX
.
"N-
AUTHORS -------------------------------------------------------------
AIM Provide the professional specialized in the area of psychopedagogy with an observation and recording instrument
7
qualitative performance of the student who presents expressive language learning difficulties.

STAGE:
- Intermediate
APPLICATION Spontaneous observation
RULE Does not have
ESCALATION Qualitative analysis, considering the child's family and social context.
SUBTEST
Qualitative observation of:
- Joint
- Language fluency
- Language pragmatics
- Syntactic aspects of the language
- Description of oral speech
- Executive skills
- Behavioral aspects
MATERIALS Observation Guideline and pencil
OBSERVATIONS
FULL NAME Complex figure of King Osterrieth.

INITIALS
.COG!
"N- (
AUTHORS Andre Rey And Paul - Alejandro Osterrieth
AIM Investigate perceptual organization and visual memory in individuals with brain injury
AGE APPLICATION From 4 to 15 years old and adults with disabilities.
STAGE
- Initial
- Intermediate
- Advanced
RULE Quantitative and qualitative.

ESCALATION
Correct: well colored
Badly colored.1
Deformed or incomplete: well colored
Badly colored. 1/2
Unrecognizable or absent: 0
SUBTEST
Copy of model.
Memory playback.
MATERIALS Lamina, white sheet, colors and pencils, stopwatch
OBSERVATIONS It is subdivided into scales by age and percentiles.
FULL NAME Exploratory questionnaire on learning problems 1------- TO

COG
i (• J
8
INITIALS STRAIN
AUTHORS Luis Bravo Valdivieso.
AIM Detect the presence of learning problems through teacher evaluation.

AGE APPLICATION 6 to 9 years (1st to 4th grade)
STAGE
Initial
APPLICATION
Individual
Application questionnaire for the teacher.
Estimated time 10 minutes.
RULE
Not standardized
Perform a quantitative and qualitative analysis.
ESCALATION It is reviewed in a table with percentiles.

SUBTEST
It consists of 33 questions divided into seven areas.

Reception of information.
Expression of oral language.
Attention, concentration, memory.
Reading and writing errors.
Math.
Overall evaluation.
Intelligence.
MATERIALS Questionnaire, pencil.
OBSERVATIONS Adaptation Melania Barrios.
FULL NAME Battery of general and differential aptitudes.

INITIALS BADIG
COG: (
. "N-
AUTHORS
Carlos Yuste.
Rosario Martínez.
José Luis Galve.
AIM Evaluates general intelligence — IQ, logical reasoning, verbal factor, numerical factor and Spatial factor.
AGE APPLICATION From 12 to 16 years old.
STAGE
Advanced
APPLICATION Individual or collective.
RULE Quantitative.
ESCALATION Does not have.

SUBTEST
• Verbal Analogies
• Numerical Series
• Figure Matrices
• Complete Sentences
• Numerical Problems
• Fit Figures
Supplementary tests:
Auditory Memory of Oral Story
9
Orthographic Visual Memory
MATERIALS
Application manual
• Booklet
• Grading protocols
OBSERVATIONS
FULL NAME LONGEAT

! COG
INITIALS ■(
'-K~
AUTHORS
Adaptation:
M. Chadwick.
AND. Orellana.
AIM Determine the level of development of formal operations in relation to the logic of propositions, the logic of combinatorics and the
logic of probabilities.
AGE APPLICATION From 12 years to 16 years

STAGE
Advanced
APPLICATION Individual.
ESCALATION
Development levels
- 0 - 5 superior concrete.
- 6 – 8 lower formal or formal A.
- 9 – 11 higher formal or formal B. success in the fourth and sixth problems that require not confusing
implication and equivalence.
SUBTEST
It consists of three subtests
Test of formal probability operations.
Test of formal combinatorics operations.
Proposition logic formal operations test.
MATERIALS TOFLP, TOFC and TOFP Test Manual
A protocol that includes the components mentioned in the general structure of each of the tests. A TOFLP, TOFC and TOFP answer
sheet
OBSERVATIONS
1
0
FULL NAME
INITIALS
Psychomotor development test
TEPSI
COG
. '/K•
(
AUTHORS Isabel Haeussler. p. from to. , Teresa Marchant.
AIM Know psychological development in areas (Motor skills, Coordination and language).
AGE APPLICATION From 2 to 5 years.
STAGE
Initial
RULE
Normality: Greater than or equal to 40 points (in total test or Subtest)
Risk: between 30-39 points (in total test or subtests)
Delay: equal to or less than 29 points (in total test or subtests)
ESCALATION Once the raw score (scores obtained for each Subtest) has been obtained, these must be standardized using the appropriate tables in
the manual (chap. 3 manual)
SUBTEST
Motor skills.
Visual-motor coordination.
Language.
MATERIALS
Test battery (PG 90 of the manual)

2 7cm plastic cups.
1 yellow tennis ball
Kite thread (30 cm).
Graphite pencil.
12 wooden cubes.
Gender case with 2 buttons.
Wool needle with blunt tip.
Test registration sheets.
2 Boards or cardboard (one should have 4 glued sticks and 3 loose).
Shoe lace.
Gender bag filled with sand and another filled with sponge (same color)
3 Paper squares (Blue, yellow and red)
1 Balloon.
1 Booklet with 17 numbered sheets (see annexes in the manual)
. Administration manual.
. Protocol or record sheet (see annex 3 of the manual)
OBSERVATIONS Administration time of approximately 30-40 varies depending on the age of the child and the experience of the examiner.
Name Metropolitan Readiness Test
Initials MRT
COG! ( . '7N*
Authors Gertrude Hildreth, Nellie Griffith
Aim Identify children with special educational needs, through maturity assessments for learning reading and writing.
1
1
Application age
Stage
From 5 years, 6 months and 6 years, 6 months.
Intermediate
Application Individual
Rule The score obtained by each student is transformed into a percentile.

Escalation
Which allows you to identify what level you are at in relation to your peer group and what is expected for your state of
development.
Sub test
This test consists of 6 Sub
Auditory Memory (Maximum score 12)
Rhymes (Maximum score 13)
Knowledge of Letters (Maximum score 11)
Pairing (Maximum score 14)
Comprehensive Language (Maximum score 15)
Quantitative Language (Maximum score 11)
Materials Manual and application protocol

Observations It is important to keep in mind that this test does not measure academic maturity, as a general concept, but only some skills and
abilities necessary to face the learning of Reading, Writing and Mathematics.
Name Three Pearls Test
Initials COG
!(
"/N*
Authors Jean Piaget
Aim Determine the level of representation of the trajectory of three beads that follow a rotation movement in 180 degrees and 360
degrees.
Application age From 7 to 13 years.

Stage
- Initial
- Intermediate
Application Individual or collective
Rule Does not have

Escalation Level 1:
The child can imagine the order in which the three beads come out before rotating it inside the tube, however, he fails in the
trials after rotating the tube.
Level 2:
The child can anticipate the order in which the pearls come out in the various trials but cannot explain the transformation
process, that is, the trajectory of each of the pearls.
Level 3:
The child correctly anticipates all the sequences and order of release of the beads. At this level the child represents graphically,
gesturally and verbally the results of the transformation processes or trajectory of each pearl.
Sub tests Does not have
1
2
Materials - Three beads of different colors A, B and C, inserted into a wire that is inserted into an opaque tube, in the order A, B
and C from left to right.
- 3 colored pencils, corresponding to the 3 pearls.
- 2 white sheets.
Observations The examiner must deliver the instructions clearly, so that the examinee performs the activity with the least amount of
doubt.
Name Multiple intelligences
L COG J E "N-
Initials I.M.
Authors Howard Gardner
Aim Determine dominant type of intelligence in the adolescent

Application age 12 years and older
Stage
Intermediate onwards
Application Written, individual or collective
Rule DOES NOT register

Escalation
Naturalist /
Intrapersonal
Interpersonal
Corporeal – kinesthetic
Space
Musical
Mathematical logician
Verbal – linguistic
Sub test Does not have
Materials Workbook and pencil.
Observations
Name Masked figures test
COG
Initials
. "/N*
Authors Sister. Witkin
Aim Assessment of broad dimensions of personal functioning

Application age
EFT (original) from 10 to 40 years Stage
CEFT from 5 to 10 years
GEFT wide range, not specified
Variable
Application
GEFT Collective
CEFT Individual
Individual EFT
Rule Scales, Quartile, quintile, adult, child, male, female.
1
3
Escalation Does not register
Materials Stopwatch, notebooks, pencils and erasers.
Observations
Name
Multifactorial questionnaire for the diagnosis of Attention and/or COG J (
Hyperactivity Disorders and Childhood Distress Disorders "N-
Initials TAHDI
Authors Dr. Jorge Ferré

Aim Facilitate the therapist in the differential diagnosis between attention disorders with or without Hyperactivity and
Childhood Distress, including Post-Traumatic Stress symptoms.
Application age 5 to 12 years

Stage
Initial
Rule
Escalation
Sub test
Materials
Manual and five questionnaires:
A- Risk of TAD-H (12 units)
B- Temperament assessment (12 units)
C- Tables for differential diagnosis of ADHD symptoms (8 units)
D- Guide to detect neuromotor, corporospatial, visual and auditory problems. (5 units)
E- Diagnosis of Childhood Distress Syndrome. (5 units)
Observations
Name Language comprehension and perception test
Initials Test Token

. '7N* COG! (
Authors Renzzi and Viggniolo, adaptation for Chile: Inés Mondaca, Víctor Valdivia, Lance Owen
Aim
Assess verbal comprehension in orders of increasing complexity, receptive language comprehension.
Application age Children between 6 years and 11 years, 11 months

Stage
-Intermediate
Application ORAL, individual

Rule Low stratum, middle stratum, high stratum; You would be in 12 categories, 6 to less than 12 years old, with equal
intervals of six months.
Escalation Does not have

Sub test
PART I: Corresponds to orders that consist of: 2 critical elements
PART II Corresponds to orders that consist of: 3 critical elements
PART III Corresponds to orders that consist of: 2 series of 3 critical elements each
1
4
PART IV Corresponds to orders that consist of: 2 series of 3 critical elements each. V PART Corresponds to more
complex language, including prepositions and changes in thought.
Materials Board and pieces of two sizes, two shapes and five different colors, as indicated on the board.
Observations
(
FULL NAME Perception of Similarities and Differences Test
INITIALS face test COG

" '/K•
AUTHORS L. L. Thurstone and M. Yela.
AIM
Assess the ability to quickly and correctly perceive similarities and differences and partially ordered stimulating
patterns
AGE APPLICATION 6 to 7 years and older

STAGE
initial
APPLICATION Individual and collective

RULE
We scale in percentiles and in types by school year, from
1st grade from Primary Education to Baccalaureate for the sample
Spanish and from 1st to 7th grade of Primary Education for the Argentine sample.
ESCALATION The analysis is carried out quantitatively. (Standardized)
SUBTEST Does not have
MATERIALS Instruction manual, stopwatch. Protocol, pencil
OBSERVATIONS
FULL NAME Wepman test
COG (
INITIALS Wepman test
. 'N*
AUTHORS Wepman Edition: No information found
AIM Evaluate auditory discrimination ability

AGE APPLICATION All ages
STAGE
- Initial -
Intermediate
- Advanced

RULE
- Direct score
- Achievement percentage
ESCALATION High- medium high- medium- medium low- low
MATERIALS Instruction manual, Protocol, pencil

OBSERVATIONS The examiner must take care that the person does not see his lips when naming the word pairs. Those words that
present the greatest difficulty are qualitatively analyzed.
1
5
FULL NAME Perception, Memory and Attention Test
INITIALS PMA COG! (

- '/K•
AUTHORS
No information found.
Adaptation: Jacobo Feldman
AIM Analyze the conditions of the child's perception, space and reasoning, with respect to his or her mental age.
AGE APPLICATION
From 5 to 7 STAGE
From 7 to 11 Initial – Intermediate

RULE
Direct scoring by area
mental age
ESCALATION
High TO
Medium high
Half ACCORDING TO YOUR MENTAL AGE
Medium low
Low

MATERIALS
Graphic Prints
manual
protocol
graphite pencil
OBSERVATIONS The analysis is carried out quantitatively. (Standardized)
E
FULL NAME Picq – Vayer Development Scale
INITIALS Picq – Vayer

! COG i
"--------------- x /|\ x
AUTHOR Louis Picq and Pierre Vayer
AIM determine the level of development achieved in different areas and allows the observation of the various maladjustment
problems that the child may present

STAGE
INITIAL - INTERMEDIATE
START OF THE
ADVANCED
RULE Psychomotor escalation

ESCALATION
positive harmonic
positive disharmonic
negative harmonic
negative disharmonic
1
6
MATERIALS 12 25mm cubes. sideways
Thread no. 60, canvas needle (1 centimeter x 1 millimeter)
A pair of 45cm shoe laces 1 pencil
5x5cm sheets of tissue paper
Rubber ball 6 centimeters in diameter.

A white, square, 25x25 cm.
Rule of 40 to 45cm. and 1cm. section square.
bench 15cm high and 15x28 centimeters in surface.
a cord
chair 45 to 50cm
stopwatch or watch for certain tests
Six 15cm diameter buttons
Eyelets: 18mm; 3cm space from one to another
Twenty pieces of a peseta.
Box 15 x 15 and 5cm high
An empty spool of thread.
A 2 meter thread
A sheet of paper measuring 22 x 17 centimeters.
A box, without lid, measuring 7 x 4.5 x 2.5 (a) containing four matches
Piece of felt.
Cardboard with a hundred holes, a punch.
Box measuring 15 x 15 and 5cm high. 40 matches
Box measuring 15 x 15 and 5cm high. 40 matches
Box of 7 x 4.5 and 2.5cm high: 20 matches of 5cm
OBSERVATIONS This battery covers the areas of: Psychomotor skills, visual-manual coordination, postural control (balance), body control,
perceptual organization
FULL NAME Classroom test for scientific reasoning

INITIALS Lawson tests COG
!(
'7N*
AUTHORS
Anton E. Lawson
Adaptation: Roberto Careaga
AIM Evaluate the capacity for scientific reasoning according to Piaget's proposals.
AGE APPLICATION 14 years and older
STAGE
Intermediate - advanced
RULE Correct percentage
ESCALATION Reasoning level
MATERIALS Hoses of different widths connected for water outlet
1
7
OBSERVATIONS
Area covered, Thought
The Lawson test has been designed to evaluate the capacity for scientific reasoning according to Piaget's proposals.
Scientific reasoning is a fundamental ability to successfully study science careers. The test consists of 26 multiple-choice
response questions that measure six aspects of reasoning:
- conservation of physical quantities,
- proportionality thinking,
- identification and control of variables,
- probabilistic thinking,
- combinatorial thinking, and
FULL NAME READING TEST FOLLOWING INSTRUCTIONS COG

!(
INITIALS Gates test
'/K•
AUTHORS Adaptation: Professor Roberto Careaga
AIM Assess reading comprehension to follow instructions

AGE APPLICATION STAGE
This test can be administered to children who have achieved an instrumental reading
Intermediate-advanced
level (between the fourth and fifth year of basic general education) and above.
RULE Performance in percentage of achievement

ESCALATION
Three categories:
-deficient. Just follow simple instructions
-unsatisfactory. It is managed at an elementary level
Satisfying. Understand and follow instructions read
-Well. Understands instructions adequately. Handles a complex level of language
SUBTEST
MATERIALS
OBSERVATIONS The test is structured in three levels:
Level I:
Simple instructions (Items 1 to 10). At this level, instructions are presented to the child with a basic order, in which
A) Relates two objectives or figurative stimuli
B) A direct execution is ordered.
Level II:
Instructions with discriminated elements: (Items 11 to 19): At this level, instructions of a more complex level are
presented to the examinee. The difficulty lies in the orders, despite being direct, they require the reader to discriminate
between several distractors to execute them.
Level III:
Complex instructions (Items 20 to
1
8
24).The instructions presented in this level require the reader, before executing the order, to discriminate the figures that
must be related. Not only are multiple distractors present, but the description of the figures includes basic geometric
language and abundant spatio-temporal data.
FULL NAME TEVI-R
COG (
INITIALS I SAW YOU 'N*
AUTHORS Max S. Echeverría, PH. D'María Olivia Herrera, M. ED. Juana Teresa Segure, M.ED.
AIM Measure the understanding that a subject has of a term that has been stated verbally
AGE APPLICATION Subjects between 2 and a half and 19 years of age, Spanish speakers.
STAGE
Initial - Intermediate
-advanced
APPLICATION
Individually, in children under 8 years of age.
In older children it can be administered collectively.
RULE
ESCALATION

MATERIALS
Application manual.
Set of 116 sheets, with 4 colored images in each one.
A list of stimuli (116form A and 116form B)
One answer sheet or protocol per child
OBSERVATIONS FUNCTIONS THAT EVALUATES
Comprehension of passive vocabulary that a subject has.
This instrument allows knowing the position of a subject in relation to his or her peers regarding vocabulary
comprehension, to detect possible delays in the linguistic level.
FULL NAME: Piagetan Battery.
i COG TO
INITIALS: 17 1
AUTHORS: Jean Piaget
AIM Evaluate the stage of thinking.

AGE APPLICATION 5 to 7 years. Kindergarten to 2nd grade. STAGE
Initial, intermediate and
advanced
RULE Does not have

ESCALATION
Levels of thinking
Pre-operational
Intermediate
Concrete operational
1
9
SUBTEST This test consists of different tests:
-Multiple Classification Test
•Continuous Quantity Conservation Test: Liquid
•Discontinuous Quantity Conservation Test: Mass
•Stick Seriation Test
•Test of use of quantifiers
•Class inclusion quantification test
•Foresight test
MATERIALS Protocol and manual for the examiner.

OBSERVATIONS
It is a psycho-pedagogical battery that allows evaluating the stage of thinking that the child is in through different
FULL NAME Basic functional integration testing
INITIALS INFUCEBA COG! TO

.----------(7 (
AUTHORS -Ricardo Olea
AIM Report on deficits or poor integration of some functions of the central nervous system basic for learning.
AGE APPLICATION 7 and 9 years STAGE
Intermediate
RULE Score obtained
ESCALATION Rating scale:
-Normal in function integration
-Borderline integration of functions
-Grade 1 deficiency in integration of functions
-Deficiency degree in integration of functions
2
0
SUBTEST -Cut with scissors
- Monroe test
- Sketch of the Piece
- Playing the heard rhythm
- Execution of the read rhythm
- Reading a heard rhythm
- Transcription of a heard rhythm
- figures in the air
- Head test
- Search for included figures
- Copy of geometric figures ball or small object.
MATERIALS
-Protocol
-photocopy of fretwork to cut out
-table and 24 cards for Monroe test
-rhythm cards
-figure cards included
-sheet for copying geometric figures
-Graphite pencil
-4 blank sheets
-scissors, screen
-2.6 cm collar
OBSERVATIONS The age can be extended by varying the requirements of the tests.-
FULL NAME -Procedures to evaluate speech in Adolescents
INITIALS PREDI Test COG

!(
"/N*
AUTHORS María Mercedes Pavés G., Carmen Julia Colorna T., Mariangela Maggiolo L.
AIM Evaluate semantic skills and basic aspects related to speech in adolescents
AGE APPLICATION 12 to 16 years STAGE

advanced
APPLICATION individual
RULE
ESCALATION
2
1
MATERIALS
• Set of 7 sheets (3 to elicit the description and 4 for the Narration)
• Bond sheets for application of the instrument • Application instructions
• Discourse Analysis Protocol
• Analysis Criteria
OBSERVATIONS This instrument was created to facilitate the detection of young people with deficits in speech management. The information it
provides corresponds to a sweep of elementary aspects that must subsequently be deepened before accurately diagnosing a
speech deficit and designing stimulation strategies.
It consists of:
-A test to evaluate semantic skills related to discourse
-A method to evaluate speech that is characterized later.
Both instruments use oral language as a modality and include norms to compare the scores obtained.
Name Test to evaluate phonological simplification processes
COG
Initials TEPROSIF-R
ISNT
A fAe$ah
Authors María Mercedes Pavéz / Mariangela Maggiolo / Carmen Julia Coloma
Objective Detect dysfunctions in phonological processes in children

Stage
Initial
Rule
Total correct aspects.

Escalation
Sub test It consists of 36 items and one word each, which give the child the possibility of producing phonological simplification processes,
due to its meter and structure.
Materials
• Application manual
• Set of sheets
• TEPROSIF-R Answer Sheet
• TEPROSIF-R Analysis Sheet
Observations The TEPROSIF-R consists of 37 items corresponding to words of different subject matter, stress, and syllabic complexity. Thus,
monosyllables, disyllables, trisyllables and polysyllables that have syllables with different structures are included.
2
2
FULL NAME
Informal test of immediate numerical retention and recall of mathematical procedures.
COG ISNT i
INITIALS Does not have A fA $ «1
AUTHORS Roberto Careaga Medina
AIM Evaluate the MCP and MLP in relation to numbers and mathematical procedures.
AGE APPLICATION 1st to 4th grade
STAGE:
- Initial
RULE It is not standardized for Chile, qualitative analysis.

SUBTEST
It consists of three subtests:
- Retention of digits with quantitative meaning.
- Numerical retention of digits without quantitative meaning.
- Evocation of procedures.
MATERIALS Protocol and pencil
OBSERVATIONS
FULL NAME Psychopedagogical battery evaluates 0
COG (
INITIALS Evaluate 0
. "/N*
AUTHORS Jesus Garcia Vidal
Daniel González Manjón
AIM -Provide relevant data for decision-making regarding educational processes regarding the educational processes to be followed in
educational establishments
AGE APPLICATION from kindergarten to the 3rd cycle of primary education STAGE
Initial
RULE Direct Score
Percentile Score
ESCALATION
5 Levels of assessment :- High level
-Medium-high level
-Medium level
2
3
-Low medium level
-Low level
SUBTEST - Classification
-Series
- Perceptual organization
- Letters and numbers
- Verbal memory
MATERIALS -Protocol
-Graphite Pencil
OBSERVATIONS There is version 1.0 and 2.0
INITIALS Rate 1
COG; (
'7N*
AIM -Provide relevant data for decision-making regarding educational processes regarding the
educational processes to follow in educational establishments.-
Initial
RULE Direct Score, Percentile Score
ESCALATION 5 Rating Levels: - High level
-Medium-high level
-Medium level
-Low medium level
-Low level
SUBTEST
-Bases of reasoning
-Memory and attention
-Adaptation levels
2
4
-Reading
-Writing
-Mathematical learning
MATERIALS -Protocol, graphite pencil
! COG TO
x
/ | x"
INITIALS Evaluate
emotional partner
instrumental
AUTHORS -Jesús García Vidal
-Daniel González Manjón
AIM -Provide relevant data for decision-making regarding educational processes regarding the educational processes to be followed
in educational establishments
Intermediate
RULE Direct Score, Percentile Score
ESCALATION
5 Rating Levels: - High level
-Medium-high level
-Medium level
-Low medium level
-Low level
SUBTEST
-Bases of reasoning
-Adaptation levels
-Reading
-Writing
2
5
MATERIALS -Protocol, Graphite apex
COG - emotional partner

INITIALS evaluate 3
instrumental
-Beatriz García Ortiz
Intermediate
RULE Direct Score
Percentile score
ESCALATION
5 Rating Levels:- High Level
-Medium-high level
-Medium level
-Low medium level
-Low level
SUBTEST
-Bases of reasoning
-Adaptation levels
-Metric partner
-Reading
-Writing
2
6
MATERIALS -Protocol, Graphite Pencil
FULL NAME Psychopedagogical Battery evaluates 4
! COG
's1,, - 2
emotional partner
INITIALS Evaluate 4
instrumental
Intermediate
RULE
Direct Score
Percentile score
ESCALATION
-Medium-high level
-Medium level
-Low medium level
-Low level
SUBTEST
-Bases of reasoning
-Adaptation levels
-Metric partner
-Reading
-Writing
MATERIALS -Protocol
2
7
-Graphite pencil

COG i -}1,, - - 2
instrumental affective partner
INITIALS Rate 5
AUTHORS
-Jesús García Vidal
AGE APPLICATION 10 and 11 years

STAGE
Intermediate
RULE
Direct Score
Percentile score
ESCALATION
-Medium-high level
-Medium level
-Low medium level
-Low level
SUBTEST
-Bases of reasoning
-Adaptation levels
-metric partner
-Reading
-Writing
MATERIALS -Protocol, Graphite pencil
OBSERVATIONS There is a version 1.0 and 2.0
2
8
1 COG
. (?)
"N-
emotional partner
instrumental
INITIALS Evaluate 6
intermediate
RULE Direct Score
Percentile Score
ESCALATION
-Medium-high level
-Medium level
-Low medium level
-Low level
SUBTEST
-Bases of reasoning
-Adaptation levels
-Reading
-Writing
MATERIALS -Protocol, Graphite pencil
OBSERVATIONS There is a version 1.0 and 2.0
COG
: YO
Affective partner «I)
2
9
INITIALS Evaluate 7 Instrumental
AUTHORS
AIM
-Provide relevant data for decision-making regarding educational processes regarding the
educational processes to follow in educational establishments
AGE APPLICATION 12 and 13 years old

STAGE
Intermediate
RULE
Direct Score
Percentile Score
ESCALATION
-Medium-high level
-Medium level
-Low medium level
-Low level
SUBTEST
-Re flexibility
-Analog thinking
-Perceptual organization
-Adaptation levels
-Reading comprehension
-Reading accuracy
-Writing
-Graphics and spelling
-Calculation and numbering
-Problem resolution
MATERIALS
-Protocol
-Graphite Pencil

E COG ■ AJ
/IX
3
0
INITIALS Evaluate 8 emotional partner
instrumental
Socio-affective
AUTHORS
AGE APPLICATION 13 and 14 years old

STAGE
Advanced
RULE
Direct Score
Percentile Score
ESCALATION
-Medium-high level
-Medium level
-Low medium level
-Low level
SUBTEST
-Attention concentration
-Reasoning
-Adaptation levels
-Reading
-Writing
MATERIALS
-Protocol
-Graphite pencil

COG
ia
INITIALS Evaluate 9 Affectionate partner / 1
Instrumental
3
1
-Manuel García Pérez
Advanced
RULE
- Direct Score
- Percentile Score
ESCALATION
5 Rating Levels: - High level
-Medium-high level
-Medium level
-Low medium level
-Low level
SUBTEST -Attention concentration
-Bases of reasoning
-Adaptation levels
-Sociometric survey
-Reading
-Writing
-Professional interest and preferences
MATERIALS -Protocol
-Graphite pencil
3
2
INITIALS Evaluate 10 ! COG 1&

Sociaffective 7 1 N '
Instrumental
AIM -Provide relevant data for decision-making regarding educational processes regarding the
educational processes to follow in educational establishments
Advanced
RULE Direct Score
Percentile Score
ESCALATION
-Medium-high level
-Medium level
-Low medium level
-Low level
SUBTEST
-Inductive reasoning
-Spatial reasoning
-Deductive reasoning
-Attention and concentration
-Adaptation levels
-Survey and sociometric
-Reading speed
-Visual and regulated spelling
-Written expression
-Calculation and numbering
-Problem resolution
MATERIALS -Protocol, Graphite Pencil
3
3
Kohs Kubos
Name
Initials COG ( "/N*

Authors
S. c. Kohs (1923)
Aim Report on the ability to integrate graphic stimuli from a visual-receptive-motor point of view. Analyze these stimuli and synthesize
them in volume
Application age 5 to 20 years. (1st to 4th Middle)

Stage: initial, intermediate and
advanced.
Application
Individual
Rule Does not have
Scale Does not have

Sub test
It consists of 16 colored sheets that the child must reproduce with the cubes
Materials 16 equal 2.5 cm cubes. with sides of the following colors: red, blue, yellow, white, red/blue, red/white, red/yellow; 16 color plates
of increasing complexity. Chronometer.
Observations
Manipulative test based on a series of cubes, through which the subject has to reproduce drawings or models provided by the
examiner. The candidate's ease and speed in completing the test are valued.
Test that is easy to apply, does not require instructions, so it can be used for people with verbal or language difficulties. Its
application in a wide age range. This is a test that is completely manipulated by the individual, who must reproduce drawings or
models that the examiner provides. It allows you to evaluate cognitive processes such as perception, psychomotor skills, spatial
relationships, speed, precision and Thinking, Analysis and synthesis.
Name Language examination of phonoarticulatory and language development level.
! COG; and,.
Initials
Authors Ricardo Olea

Aim Achieve a general appreciation of language in its phonological, semantic and syntactic aspects to detect disturbances
Application age Children between 7 years and 11 years 11 months

Stage
Initial and intermediate
3
4
Rule Does not have
Escalation Reference values.

Sub test The test consists of 50 items divided into 4 areas: anatomical conditions for phonation, reception and emission of language,
comprehension and expression of language.
Materials Manual and sheets

Observations
It requires preparation on the part of the examiner, knowing the test and the skills that must be observed, it is an individual
application test that must be applied in a quiet environment, taking care that there are no major distractions for the child.
3
5
ISNT
SIGL EVAMAT
i COG
■
AUTHORS

$t
-Ana Jiménez Fernández
-Eva M. Jimenez Mesa
-Maria Gonzalez Mesa
AIM Identify the strengths and weaknesses of the students in the development of Basic Mathematical Competence, throughout
Compulsory Schooling, with the aim that, based on this knowledge, Improvement Programs can be developed that truly
respond to what some specific students need.
AGE APPLICATION throughout schooling

STAGE
Initial
Intermediate
Advanced
RULE
Direct Score
Percentile Score
ESCALATION
5 Rating Levels: - High Level
-Medium-high level
-Medium level
-Low medium level
-Low level
SUBTEST
-Geometry
-Count quantity
-Problem resolution
-Numeration
-Calculation
-Information and chance
MATERIALS
Protocol
Graphite pencil
OBSERVATIONS It has some items in different tests that are for individual application
1
II
Name Test to evaluate phonological simplification processes
3
7
Initials TEPROSIF-R
to nag
*7- 01
Authors María Mercedes Pavéz / Mariangela Maggiolo / Carmen Julia Coloma
Aim Detect dysfunctions in phonological processes in children
Application age 5 to 7 years Stage
Initial
Rule Total correct aspects.
Escalation
Sub test It consists of 36 items and one word each, which give the child the possibility of producing phonological simplification
processes, due to its meter and structure.
Materials
• Application manual
• Set of sheets
• TEPROSIF-R Answer Sheet
• TEPROSIF-R Analysis Sheet
Observations
The TEPROSIF-R consists of 37 items corresponding to words of different subject matter, stress, and syllabic complexity. Thus,
monosyllables, disyllables, trisyllables and polysyllables that have syllables with different structures are included.
FULL NAME Structural classification of spelling errors

ISNT
INITIALS CEO
J n,©
AUTHORS Carbonell (1980), Lluch (1982) 51
AIM Classify spelling errors
STAGE:
Intermediate
Advanced
APPLICATION
Individual
Group
RULE
Number of errors X 100
Missing or error = _______________________________________________________________________________
No. of dictations (N) X probability of error according to the structural classification of faults

MATERIALS
Dictation of a fragment (dictation A).
Dictation of programmed sentences based on the main difficulties of written Spanish (dictation B)
A copy of a piece of text
3
8
A dictation of words followed by separation into syllables and pointing out the stressed vowel.
OBSERVATIONS
FULL NAME
INITIALS
Reading Inventory
ILI
ISN
rx
AUTHORS Betts 1946
AIM Evaluate oral and silent reading

STAGE:
Intermediate
Advanced
RULE
1st = 50 words
2nd = 100 words
4th = 300 to 350 words
ESCALATION Understanding level

MATERIALS Two reading sheets (one for the evaluated and one for the evaluator with double space to allow recording the type of error), pencil
and paste.
OBSERVATIONS
; ISNT : 49
FULL NAME
Battery for the evaluation of competence, reading efficiency, reading accuracy,
tt
Fluency and Expressiveness, Reading Comprehension (Literal – Global)
and Reading self-regulation
INITIALS EVALEC
AUTHORS
Jesus Garcia Vidal
Daniel Gonzalez Majón
Beatriz Garcia Ortiz
AIM Quickly and very accurately evaluate the student's Reading Competence
AGE APPLICATION From Kindergarten to 8th grade
STAGE:
Initial
Intermediate
APPLICATION
Individual
Group
RULE Direct score, percentile, typical error of measurement (ETP), scale.

ESCALATION
Outstanding
Remarkable
Average
Insufficient
Deficient
Major difficulties
3
9
SUBTEST
visual access
Phonological access
Reading accuracy
Literal comprehension Fluency and expressiveness Global comprehension
MATERIALS Two reading sheets (one for the evaluated and one for the evaluator with double space to allow recording the type of error), pencil and
paste.
OBSERVATIONS
FULL NAME Basic Function Test

ISNT 45
Sx I
INITIALS PFB
AUTHORS Neva Milicic and Olga Berdicewski

AIM
early diagnosis of reading and writing skills.
diagnosis of children who are at high risk of failing in the first year of school.
AGE APPLICATION 5 years 6 months to 7 years 6 months (last year of pre-basic)

STAGE:
Initial
APPLICATION
Individual
Group
RULE
Score obtained
Ideal Score
Percentile
SUBTEST 58 paper-pencil items to measure: visual-motor coordination, auditory discrimination and language
MATERIALS
Have a blackboard, chalk and eraser for examples.

Test protocol for each student.
Application manual for the examiner and assistant.
Registration sheet per student.
Lead pencil without eraser for each child and spare parts.
Clock for time control.
For the auditory discrimination test you must have the following battery of items:
Semi-full matchbox;
Paste pencil made of plastic material;
A non-metallic button 2 centimeters in diameter;
A comb made of plastic material, about 12 centimeters long by 2 centimeters wide.
A glass bottle (remedy) 2.5 centimeters high and 1.5 centimeter in diameter;
A metal tea spoon, standard size.
A $100 coin
A key 10 centimeters long by 2 centimeters wide.
OBSERVATIONS The duration of the application is 48 minutes, on average
4
0
ISNT
Name Visual and phonetic spelling
Initials PRP
i42Iri
Authors Eugenia Orellana
Aim To evaluate the degree of efficiency of the visual orthographic and phonographic procedures used in the identification of words in
reading in the Spanish language.
Application age 2nd to 5th grade Stage

Initial
Intermediate
Rule
One point is assigned for a correct answer.
48 written word cards.

Materials 48 cards, pencil
Observations
Exploratory Test of Spanish Grammar (Screening Test of Spanish Grammar, STSG)

FULL NAME
ISNT 46
INITIALS t2
AUTHORS Laura Lee to Toronto.
AIM Assess grammatical development in Spanish-speaking children.

AGE APPLICATION 3 to 6 years and 11 months
STAGE
Initial
RULE Quantitative.
SUBTEST It consists of a Comprehensive Subtest and an Expressive Subtest with 23 items each and are presented in pairs of sentences to
evaluate syntactic elements. Allows you to quickly detect children who have
4
1
gross alterations in the syntax of Spanish.
MATERIALS
• Application protocols
• Grading protocols
• Manual A. toronto
• Qualification scales
• HB2 pencil
• Sharpens pencils
• Rubber eraser
OBSERVATIONS
It was standardized in the United States in 1973.
And in Chile adapted by María Mercedes Pavez
FULL NAME Reading Comprehension and Text Production Tests (CLPT)
ISNT
INITIALS
Yo
AUTHORS
-Alejandra medina
- Ana María Gajardo.
AIM Evaluate implicit features in the comprehension when reading texts, entering into literal, inferential, critical reading, in the
reorganization of information and in access to the code, also evaluates texts produced by children where it can be appreciated and
discovered how They respond to the communicative situation, such as ideas, creativity and understanding, how they structure and
organize their texts, respecting the basic conventions of written language.
AGE APPLICATION 2 transition levels to 8th grade.

STAGE
Initial
APPLICATION For kindergarten it is applied individually.

For 8th individual or collective.
ESCALATION
81 – 100 very developed.
61 – 80 satisfactory development.
41 – 60 In development.
21 – 40 Emerging.
0 – 20 Not developed.
SUBTEST
Reading comprehension.
Text production.
Language management.
MATERIALS
Individual notebook for the student
Instructions for the evaluator
4
2
Answer sheet for each child Pencil and eraser.
OBSERVATIONS
FULL NAME Repetition articulation test.

i ISNT 45
INITIALS TAR
AUTHORS
AIM It allows evaluating the phonetic level of children, thus being able to detect possible dyslalias or phonemic inconsistency, such as
evaluating auditory memory.
AGE APPLICATION STAGE

Initial
It can be applied to any child who has acquired language and is able to repeat words and has
Intermediate
no age limit.
RULE Qualitative.

SUBTEST Evaluate the phonemes grouped in the following categories: Bilabial, Labiodental, Dental, Alveolar, Palatal and Velar. The
phonemes are presented in initial, middle, final and trabant syllables when necessary. It also incorporates the evaluation of
vocalic diphones, consonant sounds, polysyllabic words and phrases of increasing meter.
MATERIALS
Protocol.
Pencil.
OBSERVATIONS
Reading and writing test.

FULL NAME
; ISNT 45
INITIALS
AUTHORS Ricardo Olea.

AIM
Establish the learning capacity of reading and writing.

AGE APPLICATION Children with more than 2 years of instruction in reading and writing and 6 and 8 years from 1st STAGE
to 2nd grade
Intermediate
GB
RULE Not standardized and consists of a quantitative analysis.
4
3
SUBTEST
Out loud reading.
Word reading.
Readings of sentences and fragment.
Spelling of heard words.
Word formation when listening.
Silent reading.
MATERIALS
Sheets
Pencil and paper
OBSERVATIONS
Name
Initials
Linguistic Thinking Test
CAPLI
; ISNT
46
0+x
Authors Helmer Myklebust

Aim Measure the level of linguistic thinking in which the minor is, according to the meaning and characteristics of the text. The minor is
located within the range.
Application age From 7 to 16 years.

Stage
Intermediate
Rule Does not have

Escalation
4 Levels of abstraction
Concrete – descriptive
Concrete – imaginative
Abstract – Descriptive
Abstract - Imaginative.
Sub test Determine the differences between oral and written production, through the number of words used.
-Examine syntax (agreement, punctuation, use and order of words in the sentence, and in the content), reflected in the concrete-
abstract quality of the ideas.
Materials
Stimulus sheet
(21 x 17 cm, black and white)
Bond sheet
Pencil
Chronometer
Observations 1) Language without reference to the illustration: writings in which there is no allusion to the references given by the illustration
fall into this category.
2) Static enumerations: people or objects are listed without relating them; Only things present in the picture are mentioned without
naming their attributes (adjectives).
4
4
3) Dynamic enumerations: actions are listed without sequence but approaching a description; there is a tendency to structure the
whole; some inconsistencies occur; A role is assigned to the protagonist in action, interaction or in events related to him.
4) Initial relationships: sequences appear and a precise cause-effect relationship is shown, generally referring to events of the same
day in the characters' lives. An immediate tempo-spatial location is also shown.
5) Full relationships: the sequences appear coherent, the story is structured in a defined way; The time-spatial location is mediated
and moves away from what is directly represented by the sheet. Appears motivation for critical judgment and/or
i1 ■■ ze
ISNTi
Name Progressive Linguistic Complexity Reading Comprehension Test
CLP
QQ
Initials
Authors Felipe Allende
Mabel Condemarin
Neva Milicic
Aim Measuring reading comprehension ability in its different stages, evaluates stages: Word, phrases and sentences, paragraphs, simple text and
complex text.
Application age From 6 to 13 years Stage: Initial and
intermediate.
Application
Individual or collective.
Rule Standardized for Chile. The score obtained allows performance to be located according to percentiles, T and Z scores.
Escalation
It objectively measures a child's level of reading proficiency from initial learning to the time he or she becomes an independent reader.
Sub test
a) word area
b) Area of the sentence or phrase
c) Paragraph area or simple text
d) Complex text area.
Materials Notebooks, pencil, eraser and watch.

Observations
The CLP test recognizes the possibility and need to evaluate reading comprehension, both to detect difficulties and to check progress.
4
5
FULL NAME Diagnostic reading scales G. spache
instrumental
INITIALS
AUTHORS George Spache.

AIM Determine the reading performance of basic and secondary education students with reading problems. Evaluates silent oral reading
and verbal comprehension skills.
AGE APPLICATION
Children from 1st to 8th grade STAGE
From 6 to 13 years intermediate
APPLICATION
Individual in children from 1st to 8th grade and can be used in middle school youth who have reading difficulties. Approximate
application time: 30 min
RULE The child's performance in raw scores is compared with the averages (x) and standard deviations (SD) that appear in the results
tables, considering the type of educational establishments of the student.
ESCALATION
SUBTEST Reading levels.
Reading quality.
Reading errors.
Reading speed.
Reading comprehension.
Child's attitude.
Diagnostic conclusions.
MATERIALS Textbook for children.
Administration manual.
Correction tables.
Chronometer.
Recording protocol, which includes the reading texts, comprehension questions and a summary and conclusions sheet.
OBSERVATIONS Standardized for chili.
4
6
ISNT
Name Global spelling coefficient
Initials NOT, G
49
Authors María Carbonell de Grompone
Yo
Aim Evaluate spelling level
Age of application From 6 to 13 years Stage
Intermediate
Application
Individual
Rule Formula:
NOG= TOTAL CORRECT WORDS x100
Total words
NOG = _______66_________ X 100 = 86%
76
Sub tes
Does not have
Materials Copy of spontaneous writing, sheet and pencil
Observations In this test, for every hundred words the student writes 86 correct words. It is necessary to interpret this coefficient according
to measurement tables, according to the school year. (Tuana, 1980).
FULL NAME Reader Mastery Tests

FOUND.
ISNT :
No. 45
Yo
INITIALS
AUTHORS
Teresa Marchant O.
Isidora Recart H.
4
7
Blanca Cuadrado P.
Jorge Sanhueza R.
AIM
Reading quality
Reading speed
AGE APPLICATION
STAGE
Intermediate
From 7 to 13 years
APPLICATION
individual
RULE Qualitative.
ESCALATION
Does not have.

SUBTEST
MATERIALS Fundar Reading Mastery Tests, Form B of the course(s) that you want to evaluate.
Achievement criteria Base on quality and reading speed of oral reading.
Record sheets for the course(s) you want to evaluate.
Fundar evaluation criteria for oral reading quality.
General instructions: Evaluation of Reading Mastery in EGB students.
1 pencil.
1 stopwatch
Material for recording and interpreting course results:
Instructions: recording and interpretation of course results (2nd to 8th EGB).
OBSERVATIONS
FULL NAME Reader Mastery Tests

FOUND.
ISNT! n
INITIALS
9
AUTHORS
Teresa Marchant O. F
Isidora Recart H.
Blanca Cuadrado P.
Jorge Sanhueza R.
AIM
Reading quality
Reading speed
AGE APPLICATION
STAGE
Intermediate
From 7 to 13 years
APPLICATION
Individual
4
8
RULE Qualitative.
ESCALATION
Does not have.

SUBTEST
MATERIALS Fundar Reading Mastery Tests, Form B of the course(s) that you want to evaluate.
Achievement criteria Base on quality and reading speed of oral reading.
Record sheets for the course(s) you want to evaluate.
Fundar evaluation criteria for oral reading quality.
General instructions: Evaluation of Reading Mastery in EGB students.
1 pencil.
1 stopwatch
Material for recording and interpreting course results:
Instructions: recording and interpretation of course results (2nd to 8th EGB).
OBSERVATIONS
FULL NAME MEDYR (1975)
ISNT
INITIALS Yo
AUTHORS Roberto Careaga Molina
AIM
Detect the symptoms and causes of difficulties in the four basic arithmetic operations.
AGE APPLICATION
Children from 1st to 4th grade STAGE
6 to 9 years Intermediate
RULE Qualitative analysis.

ESCALATION
Does not have.
SUBTEST
Addition.
Subtraction.
Multiplication.
Division.
MATERIALS
Protocol
Pencil and paper.
4
9
OBSERVATIONS
Not standardized.
ISNT 46
FULL NAME Test Cloze.
1
INITIALS
AUTHORS Mabel Condemarin, Neva Milicíc

AIM Evaluate the reader's understanding and establish the ways in which the reader processes information.
AGE APPLICATION To children who know how to read and write

STAGE
Initial and intermediate.
APPLICATION Individual or group.
RULE Quantitative.
ESCALATION
Ranks:
Independent: 57%.
Instructional: 44% to 57%.
Frustration: Below 44%.

MATERIALS
Protocol.
Pencil.
OBSERVATIONS
5
0
Me and mathematics
FULL NAME
IS 49
INITIALS
•eD
9
AUTHORS M. Chadwick Y O. Vargas.
AIM
Explore the relationship that the child has with mathematics from an emotional perspective.
Evaluate the subject's perception of how his parents, teachers and classmates trust his chances of success in mathematics.
AGE APPLICATION 7 years and older.

STAGE
intermediate
APPLICATION
Test applied in its entirety.
RULE
ESCALATION 60- 68 Very good perception and attitude towards mathematics.
50-59 Good perception and attitude towards mathematics.
40-49 regular perception and attitude towards mathematics.
Less than 40 points poor perception and attitude towards mathematics.
SUBTEST
Does not have
MATERIALS Protocol.
Pencil.
OBSERVATIONS
5
1
ISNT 45
Calculation evaluation and problem solving.
FULL NAME
INITIALS
AUTHORS Nolfa Ibáñez Salgado

AIM Evaluate the basic processes of calculation and problem solving in children who have difficulties in school learning.
Determine whether the difficulties correspond mainly to the scope of conventional school learning or to the establishment of basic
relationships by the child.
AGE APPLICATION
For children over 7 years old, 1st to 4th grade. Stage:
APPLICATION
Individual or collective
RULE Quantitative.
SUBTEST Does not have.

MATERIALS
Cards.
Child Worksheets.
Graphite Pencil.
OBSERVATIONS
ISNT! n
FULL NAME Exploratory test of cursive writing
9
INITIALS PEEC
AUTHORS -Mabel Condemarin
- Mariana Chadwick
AIM It allows us to detect efficiencies or errors that students present in the rhythm or speed they print when writing and in the
execution modality of the elements of initial writing, especially with regard to learning letters one by one, linking and the
regularity of writing.
AGE APPLICATION 6 years months to 10 years 6 months STAGE
Intermediate
5
2
RULE -Score obtained
-T score
-Percentile score, according to grade and age.
ESCALATION does not have
SUBTEST -Normal execution speed
-Fast execution speed
-Copy quality
MATERIALS -2 graphite pencils without eraser
- clock with second hand
-notebook
-registration sheet.
OBSERVATIONS
ISNT
FULL NAME Psycholinguistic aptitude test
INITIALS IPTA -i 49
AUTHORS S.A. Kirk, J.J. McCarthy and W. d. Kirk
AIM detect possible failures or difficulties in the communication process
Initial
RULE Does not have
5
3
SUBTEST
-Auditory reception
-Visual reception
-Auditory association
-Visual association
-Visual expression
-Manual expression
-Visual sequential memory
-Auditory sequential memory
-Grammatic closure
MATERIALS Protocol, pencil
OBSERVATIONS
FULL NAME Language listening comprehension test
; ISNT 46
tf
INITIALS THECAL
AUTHORS Elizabeth Carrow
AIM -Obtain information about the understanding of linguistic structures and the basis of the subject's performance
-Assign a level of understanding development
-Determine if the child has a deficit in linguistic understanding.
AGE APPLICATION 3 years to 6 years 11 months STAGE
Initial
RULE Does not have
SUBTEST -Vocabulary
5
4
-Morphology
-Syntax
MATERIALS -Protocol
-Set of sheets
-Graphite Pencil
OBSERVATIONS
ISNT !
FULL NAME Beery test
INITIALS Beery
46
ri
AUTHORS -Beery
-Keith
AIM Identify children with special needs early, by evaluating the degree to which they can integrate their visual and motor skills.
AGE APPLICATION 2 years to 15 years STAGE
Initial
RULE Table of age equivalents for the achievement of figures.
SUBTEST -Visual perception
-Motor coordination
-Visual motor integration
MATERIALS -Leaf, Pencil
OBSERVATIONS
5
5
ISN 46
FULL NAME
Sil
Graphic motor observation sheet
T
INITIALS
AUTHORS Ajuriaguerra
Auzias
AIM Record the child's graph-motor behavior not only at the pre-writing level, but also in initial writing, intermediate courses and in
any instance of evaluation of dysgraphic students, even adolescents and adults.
AGE APPLICATION school age children

STAGE
Initial
Intermediate
Advanced
APPLICATION spontaneous observation
RULE Does not have
ESCALATION Yeah
No
SUBTEST
-Posture and segmental positions
-Movements
-Tonicity
-General remarks
MATERIALS Protocol
OBSERVATIONS
; ISNT :
Oral and silent reading scale
FULL NAME
INITIALS
46
AUTHORS Yes i
AIM identify possible difficulties and characteristics of students' reading
5
6
STAGE
Intermediate
RULE Does not have
SUBTEST -Omissions
-Inserts
-Substitutions
-Rejection of the word or too much doubt
-Correction of the child when faced with an error
-Bad pronunciation errors
-Reading habits
MATERIALS Registration sheet
OBSERVATIONS
FULL NAME Oral reading observation guideline
; ISNT 45
-7-(
INITIALS
AUTHORS Bennett
AIM Detect shortcomings in oral reading for early intervention
AGE APPLICATION from 7 onwards intermediate stage
RULE does not have
SUBTEST
-Fluency
-Word recognition
5
7
-Confronting unknown words
-Use of context
-Use of voice
-Postural habits
MATERIALS registration sheet
OBSERVATIONS
ISN 46
FULL NAME Specific dyslexia exploratory test
T
INITIALS TEDE
AUTHORS
-Mabel Condemarin
-Marlyns Blomquist
AIM -Locate a child's reading level
-explore specific errors in reading
oral that characterize the reading modality of dyslexic children, to use
results as a guide to individual corrective treatment
AGE APPLICATION 6 years to 10 years 11 months STAGE
Intermediate
RULE Gross Score: - Regarding age
- Regarding the course
Percentile score
T-score
SUBTEST
-Reading level
-Specific errors
MATERIALS
-Cards with letters, syllables and words
- protocol, pencil
OBSERVATIONS
5
8
ISNT
FULL NAME Quantitative language
i nA II
■- ? you pee
INITIALS
AUTHORS sadek khalil
AIM Know how to use quantitative language based on the understanding and application of the concepts of the four basic
mathematical operations in everyday language.
AGE APPLICATION 7 years and older intermediate stage
RULE Does not have
SUBTEST
-Nouns and verbs
-Articles and pronouns
-The contrary
-The four operations
-Geometric drawing and expression
-The question mark and the five series of indefinite words
-Verb tenses-simultaneousness and successiveness
-Chronological order and order of statement
-meaning and use of prepositions
-conjunctions, collective nouns, state or action names
-Use of pronouns
-Direct style and indirect style
MATERIALS Protocol
OBSERVATIONS
; ISNT 46
FULL NAME Quantitative language
INITIALS
tf
AUTHORS sadek khalil
AIM Know the use of quantitative language based on the understanding and application of the concepts of the
5
9
four basic mathematical operations in everyday language.
AGE APPLICATION 7 years and older intermediate stage
RULE Does not have
SUBTEST
-Nouns and verbs
-Articles and pronouns
-The contrary
- The four operations
- Geometric drawing and expression
- The question mark and the five series of indefinite words
- Verb tenses-simultaneousness and successiveness
- Chronological order and order of statement
- meaning and use of prepositions
-conjunctions, collective nouns, state or action names
- Use of pronouns
- Direct speech and indirect speech
MATERIALS Protocol
OBSERVATIONS
Name Mathematical knowledge level test

BENTON AND LURIA
[ ISNT 45
Initials
7
Authors Arthur Benton and Alexander R. Luria; Mariana Chadwick and Mónica Fuentes (adaptation to Chile1986)
Aim Assess the child's ability to understand numbers presented orally and in writing, oral and written calculation, counting numerical series
and graphic elements, and mathematical reasoning.
Application age
Stage
from 6 to 12 years old
Rule
Not standardized.
Escalation Measures calculation and problem-solving skills. Locate the indicators of mathematical reasoning.
Sub test It consists of 8 subtests: largest number, writing numbers by dictation, copying numbers, mental calculation, solving operations,
counting by unit and by group, completing sequence, problem solving
6
0
Materials
Pencil, paper, protocols and manual
Observations
Notions
Operative
ISN 46
Test, Reading, writing and calculation
Full name
Initials:
Authors Esther Gastelumendi de Fernández

Aurora Isamendi by Pin-Gertrud
T
Sil
Slovak Zorayda from Semeleng
Aim Explore areas fundamentally when starting to learn basic subjects
Initial Stage
Application age
From 5 to 6 years.
Application Collective
Rule
Does not have.

Escalation
General maturation stage
Maturation levels by area
Sub test
Comprehension Test I
Perception Test II
Test III Pre-calculus
Motor Test IV
Materials
Questionnaire for each child
Observations The 5 – 6 battery has been designed with the purpose of knowing the degree of maturation of the child before starting school
learning.
; ISNT49
Name Child Learning and Development Test
Initials
TADI
Yes i
6
1
Authors CIAE (Center for Advanced Research in Education, U. Chile) CEDEP
Aim Determine the level of development of boys and girls.

Evaluate the impact on development and learning of Intervention programs
Report level of development of population groups for Public Policies
Application age From 3 months to 6 years

Stage
Early Childhood
Norm
Escalation
Sub test 13, divided by age ranges.
Materials Evaluator's manual and a battery with elements necessary for its administration, which includes materials, graphic
support sheets and software for processing your results.
Observations
Verbal skills test for adolescents ISNT

Name
Initials
Authors María de la Paz Bruner.

i 4 It2
Aim Evaluate verbal categorization, induction skill, conceptualization and verbal serie
Application age Adolescence

Stage
Intermediate
Rule
Escalation
Sub test
Subtest No. 1: Verbal serialization: implies the successive ordering of words by a predetermined criterion.
Subtest No. 2: Categorization: process that involves the classification of significant concepts symbolized verbally.
Subtest No. 3: Conceptualization: determination of the meaning of an idea based on the examination of the context in
which it is inserted.
4: Induction: determination of a general conclusion from particular facts
Materials Notebook, pencil.
Observations
6
2
ISNT
Name
Initials
ELEA
i42Iri
Authors Eugenia Orellana E.
Objective Evaluate the knowledge of written language achieved by children.

Stage
INITIAL
Application Individual and oral
Rule Does not register
Escalation Does not register
Sub test 6 items

Materials Evaluation instrument and recording sheet.
Item 1: child's course list written in script font.
Item 2: the days of the week, written in a list on a sheet without following the weekly order (Thursday, Monday,
Tuesday, Sunday, Wednesday, Saturday, Friday). A calendar page is drawn at the top of the page.
Item 3: the numbers 1-3-7-4-2 with their respective quantities represented with dots on one side of the sheet and the
names of the numbers written on the other side. There should be no linear correspondence.
Item 4: six natural texts that show the following contents: cooking recipe, classified commercial ads, story, poetry,
newspaper with news, communication from school to family.
Item 5: Here the author indicates as material a specific body of a certain newspaper of Chilean circulation, however and
in attention to the nature of the task, we will proceed with any newspaper Item 6: a blank letter-size sheet, a graphite
pencil and a eraser
Observations
FULL NAME Mathematical Behavior Test

ISNT i
INITIALS PCM 49
AUTHORS Author Ricardo Olea, Hernán Ahumada, Luz Elena Lebanon
r
OBJECTIV
Evaluate aspects that are part of the mathematical conduct, considering levels of reasoning, ability to handle numerical symbols,
operate and use calculation within the strategy that involves problem solving.
Structure
6
3
AGE APPLICATION Children between 7 and 12 years old STAGE
APPLICATION Administration: Individual
RULE Standardized with percentile norms
ESCALATION
SUBTEST
MATERIALS protocol
• 12 red tokens of 1.5 cm

• 12 green chips of equal diameter
• 2 transparent cylindrical glasses of 5 cm. diameter and 4 cms. High
• 1 transparent cylindrical glass of 7 cm. of something and 3 cms. diameter
• 41 beans
• 10 square section bars, with a difference of 1 cm. one from the other, hollow cardboard cylinder or can
15 cm. long by 4 or 5 cms. diameter
• 3 colored balls, strung on a wire, in the following order: red, yellow and green
• 8 sheets and 2 test cards
• 7 red plastic cars
• 2 green plastic cars
• pencil
• paper
• wooden bodies: cylinder, cube, pyramid, cone and sphere
• 16 candies
• screen
• 15 matchsticks
OBSERVATIONS Structure
It consists of 54 items organized in three series:
Series A, previous notions.
Series B: Knowledge of mathematical symbolization.
Series C: Calculation provision
Estimated time: not indicated, may be more than one session
Areas evaluated:
Instrumental/Calculus
6
4
i ISNT! n 9
Precalculation Test
FULL NAME
INITIALS
Yo
AUTHORS Neva Milic – Sandra Schmidt
AIM evaluate the development of mathematical reasoning in children
RULE Raw score
Percentile
T-score
Z Score % Achievement
ESCALATION
MATERIALS Evaluation pattern

Protocol
Pencil
OBSERVATIONS Area covered: pre-numeric function
6
5
GOAL
FULL NAME Study Methods and Habits Questionnaire
INITIALS CMHE
: yes
AUTHORS Ocean Publishing
AIM Evaluate study methods and habits

STAGE
Intermediate
Advanced
APPLICATION
Individual
Group
RULE Direct Score – Achievement Percentage
MATERIALS Protocol, pencil paste
OBSERVATIONS
FULL NAME Study Methods and Habits Questionnaire

INITIALS
LQS
GOAL
CHAEA
es
AUTHORS
Peter Honey, Alan Mumford, Catalina Alonso (1992)
AIM Diagnose learning styles in order to identify preferences in the act of learning.
STAGE
Intermediate
Advanced
APPLICATION
Individual
Group
RULE Total score

ESCALATION
Learning styles:
Asset
Thoughtful
Theoretical
Pragmatic
MATERIALS Protocol, pencil paste
OBSERVATIONS
6
7
FULL NAME REPRESENTATION STYLES
GOAL
INITIALS VAK
i $s
AUTHORS
AIM Know the learning style
AGE APPLICATION From 8 years old

STAGE
Intermediate
advanced
Group
RULE
ESCALATION Auditory
Visual
Kinesthetic

MATERIALS
Pencil protocol
OBSERVATIONS
6
8
AFFECTIVE-SOCIAL
AREA
(SAF)
FULL NAME Drawing of the representation of the family in circles
SAF
INITIALS DFC
(•}
AUTHORS Anonymous
AIM Appreciate how the child feels within his or her family environment
STAGE:
Initial
APPLICATION
Individual
Group
RULE Does not have
MATERIALS Protocol, lead pencil, eraser.
OBSERVATIONS
FULL NAME Physical self-concept questionnaire

1 SAF
INITIALS
AUTHORS
CAF
- TO. Goñi, A Rodriguez, SR by Azùa Garcia

.(
AIM Value the self-concept fì
AGE APPLICATION STAGE:
APPLICATION
RULE
ESCALATION
SUBTEST
MATERIALS
OBSERVATIONS
FULL NAME Self-esteem scale
SAF
INITIALS -(
AUTHORS Lucy Reidl.
AIM It allows us to obtain the level of self-esteem or self-esteem that each person has of themselves.
AGE APPLICATION
Stage
advanced
12 years and older
APPLICATION
Individual or collective
RULE It is based on scores and has a quantitative analysis.
7
0
ESCALATION Poor 20 -27
Insufficient 28 -36
Regular 37- 45
Good 46- 54
Very good 55- 60
MATERIALS
Pencil protocol
OBSERVATIONS
1 SAF
FULL NAME Instrument for the evaluation of Bulling
INITIALS Insebull .( •
AUTHORS -José María Avilés Martínez
-Juan Antonio Elices Simon
AIM expand the sources and methods of obtaining information, in order to provide greater precision about what it is, how and why
peer abuse occurs, and thus guide the intervention and expand the commitment and role of those who must be involved. in the
solutions
AGE APPLICATION During schooling

STAGE
Initial
Intermediate
Advanced
RULE
Does not have

ESCALATION
Does not have

SUBTEST
-Self report
-Eteroreport
MATERIALS Protocol
OBSERVATIONS
7
1
FULL NAME Identification scale of family educational practices
SAF
— (•
INITIALS PEF
AUTHORS Julia Alonso García, José María Román Sánchez
AIM To evaluate the perception of the most frequent educational practices or educational styles used by mothers and fathers.
AGE APPLICATION 4 years to 6 years 11 months

STAGE
Initial
RULE Direct score
MATERIALS Protocol
OBSERVATIONS
FULL NAME Self-esteem inventory

SAF
. (•
INITIALS Coopersmith
AUTHORS stanley coopersmith
AIM Measure the evaluative attitudes towards oneself in the academic, personal and family areas of the subject

STAGE
Advanced
RULE Score obtained -sum of items answered correctly
ESCALATION
-Low self-esteem
-Low average
-High average
-High self-esteem
SUBTEST
-General self-esteem
-Family self-esteem
7
2
-Academic school self-esteem
MATERIALS
-Application booklet
-Application rules
-Registration protocol
OBSERVATIONS There is a second test for adults
Name School self-esteem test

SAF
.(
Initials APR
Authors Teresa Marchant O; Isabel M. Haeussler P. by A, Alejandra Torreti H.
Aim Prevent and/or guide students with the most difficulties in the socio-affective area.
Application age From 8 to 13 years
Stage
Intermediate
Rule Quantitative: since the result given by the test is located in the T score. Qualitative: the score is converted into an analysis according
to the range located, according to the score obtained.
Escalation Normal
Low self-esteem
Very low self-esteem.
Sub test
The test is made up of 23 statements (items) to each of which the child must answer YES or No. The test gives a single result, it has
no subscales, and the items that make it up belong to the six subscales of the original test (behavior, intellectual status, physical
appearance and attributes, anxiety, popularity, happiness and satisfaction).
Materials Materials: Protocol for students. Correction guideline for the examiner. Graphite pencil, Instructions, for the examiner.
Observations
Application instructions instructor presentation. Indications for use of the protocol. Estimated test time.
1 SAF
Name Family attitudes test
Initials TAF .(
Authors Lydia Jackson
Aim Investigate the psychological behavior of the child in his family relationships, diagnosis and therapy.
7
3
Application Age From 5 to 12 years
Stage
Intermediate
Rule
Escalation
Sub test The TAF aims, through the child's projective expression motivated by eight graphic stimuli, to detect the child's degree of
satisfaction or conflict with the family environment, fundamentally, it tries to know:
• The degree of maternal dependence and protection
• The inclusion/exclusion of the child from parental intimacy
• Rivalry, jealousy, envy with siblings
• The feeling of isolation and loneliness due to punishment or transgression of rules.
• Parental aggression/violence towards the child
• The attraction of the forbidden
Materials Theoretical manual, envelope with eight sheets and answer recording sheet.
Observations Its development is due to the desire to study the attitudes that children, both normal, neurotic and delinquent, present towards their
own family.
! SAF
Name Roberto and Rosita, personal, family and social sphere
Initials
-(
Authors
Hernán Montenegro and María Teresa Lira
Aim Evaluating the child's perception of their school context, however, can also be associated with their social and intrafamilial
relationships, their self-perception and coping with different situations.

Stage
Initial
Rule Rules of correction and interpretation.
Escalation
Each of the questions is qualified with the criteria of: positive, negative or neutral.
Board
Positive: between 2.4 and 3.0 pts.
Neutral: between 1.7 and 2.3 pts.
Negative: between 1.0 and 1.6 pts. .
Then the scores are added by area or area evaluated and divided by the total number of questions in the area, obtaining
7
4
the average for the family, personal and school-social spheres. Finally, the final scores are related to the general criteria of the
area.
Sub test
The test consists of 35 questions plus an annex.

-Questions from the family sphere:
3-8-12-14-15-19-21-24-34
Total of 9 questions
-personal questions:
1-4-5-7-9-11-13-20-25-27-28-29-31-32-33
-School-social questions:
2-6-10-16-17-18-22-23-26-30
Materials
Application and interpretation manual, workbook, protocol block and response questionnaire model.
Observations It is a test that provides a lot of psychological information about how the child perceives himself and his environment that must
be taken into account, but when referring to specific situations, it depends a lot on the child's emotional state on how he will
respond to said situations, therefore Therefore, it must be supported with another test that allows the results to be compared,
given that, being a quantitative and normative test, it is like taking a “photograph” at a certain moment that can vary depending
on the instance in which it was applied.
! SAF
Name Family Attitudes Test.
Initials TAF —(
Authors
Lydia Jackson
Aim Investigate the psychological behavior of the child in their family relationships, diagnosis and therapy.
Application age
Stage
From 5 to 12 years
Application
Individual
Norm
Does not have.

Escalation
Sub test It consists of 36 items of one word each, which give the child the possibility of producing phonological simplification processes,
due to its meter and structure.
Materials Theoretical manual, envelope with eight plates, answer recording sheet.
7
5
Observations The TAF aims, through the child's projective expression motivated by eight graphic stimuli, to detect the child's degree of
satisfaction or conflict with the family environment, fundamentally, it tries to know:
• The degree of maternal dependence and protection
• The inclusion/exclusion of the child from parental intimacy
• Rivalry, jealousy, envy with siblings
• The feeling of isolation and loneliness due to punishment or transgression of rules.
• Parental aggression/violence towards the child
• The attraction of the forbidden
• Reactions of the child in case of conflict between parents
Name Corman Family Test

1 SAF (
Initials
Authors Miguel Martínez García, adapted by Luis Corman
Aim Assess school and family adaptation skills.
Application age 6 to 7 years. End of Kindergarten or first semester of 1st Grade Stage: Initial
Rule Does not have

Escalation
It is a Qualitative test, where the drawing must be analyzed at several levels:
•As a whole, taking into account aspects of the general situation in paper, size, shape; distance from the characters; presence or
absence of added elements (animals, objects, etc.), amplitude, rhythm, sector of the page used and spatial structure.
•Analyze each figure represented individually; its size, shape, location with respect to others, the order in which the members are
drawn, the distances between them, the amount of details it makes, etc.
•Verify the information provided verbally by the subject with respect to what has been captured in the drawing.
Sub test Projective test, which consists of a blank page on which the child must draw his family, without giving him instructions as to
which member to start with and where on the page the activity should begin.
Materials Protocol sheet and graphio pencil.

Observations
This test clinically evaluates how the child subjectively perceives the relationships between family members and how he or she is
included in this system. It also allows research into aspects of the child's communication with other family members and the
remaining members with each other, providing a large amount of information about the person evaluated in a short time.
7
6
Name SELF-ESTEEM SCALE
SAF
— (•
Initials
Authors LUCY REIDL, adaptation
Aim Obtain the level of self-esteem or self-esteem of adolescents.

Application age From 7 to 11 years
Stage
Intermediate

Rule Does not have
Escalation RANKS: Self-esteem

Poor: 20-27
Insufficient: 28-36
Regular : 37.45
Well : 46-54
Very Good: 55-60
Sub test Does not register
Materials Booklet, manual and pencil
Observations
Name Test of social interaction situations

SAF
- ($
Initials TAISO
Authors García Pérez, EM and Magaz Lago, A.
Aim Identification of attitudes towards different social interactions

Application age 8 to 12 years and older
Stage
intermediate
Rule Does not have
Escalation
Attitudes:
Aggressive
Passive
7
7
Assertive
Materials Manual + CD + 6 stimulus cards
Observations Non-psychometric test
Name INDEX OF ADJUSTMENT OF THE CHILD TO THE SCHOOL

ENVIRONMENT
'SAF
. ($
Initials I feel I think
Authors Alvaro Valenzuela
Aim Discriminate between high and low index students.
Draw attention to the child who “disappears from the group” in order to give him or her personalized attention.
Trace possible causes of some of the child's behavior (poor performance, indiscipline, etc.) that are only effects or
consequences of other problems.
Have a starting point for a conversation with the child.
Have a global indicator of the “climate” or environment of a course, from the perspective of the students.
Application age Stage
It does not bias by age, the only requirement is to know how to read and
Intermediate
write 6 years to 12 years optimal.
Application Individual or group

Rule
Unhealthy psychological attitudes
Healthy psychological attitude

Materials Application booklet, pencil.
Observations
Name
FAMILY STYLES QUESTIONNAIRE ACCORDING TO SAF
PEDAGOGICAL CRITERION - ($
Initials
Authors Ximena Cerda, Isabel Dominguez
7
8
Aim Know the type of families in which the child is inserted
Application age Does not apply

Stage
Does not apply
Application Individual oral.
Rule
Escalation Medium level, high level, low level.
Materials Pencil question sheet.

Observations Instrument that is applied to the parents of the child to be evaluated.
FULL NAME
STATE-TRAIT ANXIETY SELF-ASSESSMENT QUESTIONNAIRE
IN CHILDREN SAF
- (•
INITIALS STAIC
AUTHORS
CD Spielberg and collaborators
Adapters: Dept. of R&D&i of TEA Ediciones
AIM Self-perception evaluation of mood state and trait
AGE APPLICATION From 9 to 15 years

STAGE
Intermediate
advanced
collective
RULE It includes scales of centile scores and typical scores, differentiated by sex and grade.
ESCALATION
State anxiety (A/E)
Trait Anxiety (A/R)
MATERIALS
OBSERVATIONS DescriptionContains separate self-report scales of childhood anxiety: state (transitory emotional state, subjective feelings,
consciously perceived, attention and apprehension and hyperactivity of the autonomic nervous system) and trait (anxious
propensity, stability, individuals with a tendency to perceive situations as threatening)
7
9
"IF HELP AND SALVATION ARE TO COME, IT CAN ONLY BE TO
THROUGH CHILDREN. BECAUSE CHILDREN ARE THE CREATORS OF
THE HUMANITY"
María Montessori (1870-1952) Italian educator and doctor.
8
0

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Technical Sheets ON PSYCHO-PEDAGOGICAL INSTRUMENTS

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INTRODUCTION

When we talk about evaluation we refer to: Process that

This work is intended to be a compilation of various

We find it satisfactory to contribute to the creation of

In the following pages, we will find information about

AUTHORS Matilde Müller

RULE Does not have

ESCALATION Does not have

relation to the family.

MATERIALS Printed format, pencil paste.

OBSERVATIONS Only applies if it is possible to collect the information

AIM • Arturo Pinto Guevara

AGE APPLICATION 7 to 12 years

MATERIALS Protocol, pencil, manual.

FULL NAME Usual laterality test

INITIALS Does not have i COG

FULL NAME Swanson, Logan and Pelham quantitative scale

AIM - Evaluation of ADHD symptoms

RULE - total score

SUBTEST - 18 Likert-type items of 4 grades

MATERIALS - Protocol, pencil and paste.

OBSERVATIONS - Two versions: parents and teachers

FULL NAME Expressive Language Evaluation Scale

AGE APPLICATION 6 to 12 years

APPLICATION Spontaneous observation

RULE Does not have

MATERIALS Observation Guideline and pencil

FULL NAME Complex figure of King Osterrieth.

RULE Quantitative and qualitative.

MATERIALS Lamina, white sheet, colors and pencils, stopwatch

OBSERVATIONS It is subdivided into scales by age and percentiles.

FULL NAME Exploratory questionnaire on learning problems 1------- TO

AUTHORS Luis Bravo Valdivieso.

AIM Detect the presence of learning problems through teacher evaluation.

ESCALATION It is reviewed in a table with percentiles.

It consists of 33 questions divided into seven areas.

MATERIALS Questionnaire, pencil.

OBSERVATIONS Adaptation Melania Barrios.

FULL NAME Battery of general and differential aptitudes.

APPLICATION Individual or collective.

ESCALATION Does not have.

FULL NAME LONGEAT

AGE APPLICATION From 12 years to 16 years

MATERIALS TOFLP, TOFC and TOFP Test Manual

the manual (chap. 3 manual)

Test battery (PG 90 of the manual)

Name Metropolitan Readiness Test

From 5 years, 6 months and 6 years, 6 months.

Rule The score obtained by each student is transformed into a percentile.

Materials Manual and application protocol

abilities necessary to face the learning of Reading, Writing and Mathematics.

Name Three Pearls Test

Application age From 7 to 13 years.

Application Individual or collective

Rule Does not have

trials after rotating the tube.

process, that is, the trajectory of each of the pearls.

Sub tests Does not have

and C from left to right.

- 3 colored pencils, corresponding to the 3 pearls.

Name Multiple intelligences

Authors Howard Gardner

Aim Determine dominant type of intelligence in the adolescent

Application Written, individual or collective