Education Faculty

Psychopedagogy

Psychopedagogical Tests
Socio-affective and Instrumental areas of
reading – writing
 Socio-affective area

Name Corman Family Test, in Evalúa 0 version 1.0

Author Miguel Martínez García, adapted by Luis Corman

Age - Course - Application 6 to 7 years. End of Kindergarten or first semester of 1st

stage Grade. Initial stage

General objective Assess school and family adaptation skills.

Structure Projective test, which consists of a blank page on which the

child must draw his family, without giving him an indication of
which member to start with and where on the page the activity
should begin.

Correction This is based on the evaluator's interpretation of the drawing,

guided by established criteria which are: Amplitude, Rhythm,
Sector of the page, Spatial structure, Plane of the formal
figures and Formal structure of the group.

Analysis Projective test which can be applied individually or collectively,

without recording duration, with the purpose of obtaining
relevant information regarding the vision and relationship that
the child entails with the people around him, it being important
that during the evaluation Note the order in which the members
are drawn and whether it starts from right to left or the other
way around, ending with questions regarding what is drawn,
thus achieving greater data collection, which will help for a
more precise interpretation of it. It is very easy to apply since
the child must do something very simple like a drawing. The
information provided to us is essential to know how the child
feels and considers himself with respect to his family and from
what perspective the minor sees it.
Name Palographic Test, in Evalúa 0 version 1.0
Author Miguel Martínez García
Age - Course - Application 6 to 7 years. Students who finish early childhood education or
stage begin the 1st cycle of primary education. Initial stage.
General objective Assess personal adaptation skills.
Structure Projective test, which consists of a blank sheet with a sample
of the tasks that the child must perform. This also has a time
of 3 minutes, which is divided into 6 groups of 30 seconds, and
once the activity has started, for every 30 seconds the child
must make a script and continue with the task until the test
time is completed. .

Correction It is interpretive so the examiner must evaluate these groups of

sticks guided by established criteria which are: Distribution
according to Order and Space, arrangement of the sticks in
terms of margin, size of the sticks, tension of the sticks
(straight or curved) , depth of the sticks.

Brief explanation This test provides data on facets of the individual's personality,
which are complemented by the information provided by the
Corman family test, allowing us to evaluate, in particular, what
their performance, productivity, quality and capacity for
sustained efforts are.
The Palographic can also be applied to people of any age by
changing the time and correction criteria. : It does not have a
higher level of complexity. This test is very useful in terms of
the information it provides since it is complemented by the
Corman test, allowing important data to be collected on the
minor's personal adaptation. It can also be applicable to
people of any age, modifying the criteria for time and
correction.

Name Child Interview Questionnaire, Roberto and Rosita Test

Author H. Montenegro, A. Céspedes, I. Tuca
Age - Course - Application 6 to 9 years. Pre-school to 3rd grade. Initial stage
stage
General objective Know the vision and experiences of the child in the personal,
family and social areas
Structure It consists of 25 questions which are divided into personal,
family and social areas.
Responses are graded based on a scale from 1 to 5
Correction depending on the degree of positivity (1 and 2, less positive -
3, neutral - 4 and 5, more positive).
Analysis It's a test. Projective in which children describe their
experiences and their way of seeing things but with the
advantage of doing so through the name of another child, so
they feel more secure, and it is easier to discover aspects of
their intimate life that they do not they would say openly

Name Types of Family According to Psychopedagogical Criterion

Author Cerda and others, Group of Seminarians Universidad
Educares.
Age - Course - Application Application to the tutor of the evaluated person. 1st grade to
stage 4th grade. Initial-intermediate and advanced stage.
General objective Determine the type of family of the student
Structure Test composed of 50 statements which are answered
according to the level of acceptance they have for the child's
guardian, which varies between: Strongly agree, Agree,
Undecided, Disagree, Strongly disagree
Correction According to the degree of acceptance of the statements, they
are contrasted with a correction scale which has values that
fluctuate between 0 and 4 points.

In this scale, questions that demonstrate an attitude of

rejection have a higher score, on the contrary, attitudes of
acceptance have a lower score, with questions that
demonstrate indifference tending toward zero.

The highest rank, between 4 and 2.6, has been granted to the
rejecting family
The lowest rank among 1 me has been awarded to the
indifferent family
The middle range, between 2.5 and 1.1, corresponds to the
acceptance family

These ranges are obtained from the sum of the scores for
each question divided by their total.

Range = Σ PO
CP
Analysis It is an indicator test that is answered by the representative,
who responds to some statements, 50 in total, and according
to their degree of acceptance (5 response options). The
statements are contrasted with a correction scale which will
give us an index for later interpretation. : Because it is an
indicator test, it tells us about the perception that the minor's
guardian has about his or her family. However, it is possible
that this perception is not the same as that of the child, so it is
necessary to resort to another instrument that does not
indicate the minor's vision.

Test Name Psychopedagogical Battery Evaluate version 2.0. 1-2-3-4-5-6-

8-9-10. Adaptation Levels.
Author Jesús García Vidal, Daniel González Manjón.
Age - Course - Application 6 years old and up. Initial, intermediate and advanced stage.
stage Evaluate 1 : end of the 1st year of basic education at the
beginning of the 2nd year of basic education.
Evaluate 2 : 2nd year of basic education.
Evaluate 3 : end of the 3rd year of basic education at the
beginning of the 4th year of basic education.
Evaluate 4 : 4th year of basic education.
Evaluate 5 : end of the 5th year of basic education at the
beginning of the 6th year of basic education.
Evaluate 6 : 6th basic education.
Evaluate 8 : 8th year of basic education.
Evaluate 9 : 1st and 2nd year of secondary education.
Evaluate 10 : 3rd and 4th year of secondary education
Objective by Test Assess various aspects of socio-school adaptation
Structure The test consists of 45 questions divided into 4 groups, thus
obtaining a global index of student adaptation, meaning the
final result of the combination of the 4 groups, these are:
 Attitude / Motivation (items 1 to 15),
 Self-control and Autonomy (items 16 to 25),
 Pro-social behaviors (items 26 to 35),
 Self-concept and self-esteem (items 35 to 45),

Correction The student's answers are compared with the correction

template, varying the scores depending on the answer.
If it matches the appropriate answer, 3 points.
If it does not match, it is penalized with 1 pt.
If you have answered AV 2 pts.
The direct score is the sum of the points accumulated in all the
items, according to the results obtained, they are compared in
a scale table that will indicate the child's location according to
standardized norms.
Percentile used valuation.

It is a questionnaire divided into 4 areas that allows us to

Analysis evaluate the various aspects of the child's socio-school
adaptation, which can be applied in a group or individually
depending on the need, to young people who are in 3rd, 4th
grade, adolescents and adults. Once the scores per area are
obtained, they are searched in a scale table for later
interpretation.
Test Name Child Adjustment Index to the School Environment, “I Feel, I
Think”
Author Alvaro Valenzuela
Age - Course - Application 9 to 3rd -6th year of basic education. Intermediate stage
stage
General objective Evaluate Self-Concept and Self-Esteem
Structure It is a test with 45 started sentences which must be completed
by the child making sense of the sentence. These point to 2
areas:
 General Index, 45 items.
 Particular Indices, referring to the family 12 items, to the
self 19 items, to the school 14 items.
Correction Responses are graded based on a scale from 1 to 5
depending on the degree of positivity (1 and 2, less positive -
3, neutral - 4 and 5, more positive).

Analysis It consists of questions that must be read and the answers

written by the child, and that requires an environment of
tranquility and trust before being asked, in which an attempt is
made to discover through the questions, what the child's
relationship is like in the family and school environment and
also his perception of himself and how others see him, which is
why it is important that he do it alone without the presence of
some of the adults close to him. Therefore it must be
confidential to the family. It does not have a high level of
complexity, however the correction can be somewhat
subjective. This test can be very helpful in detecting problems
in the personal, family and social sphere of the minor, this
information being important for future intervention.

Test Name Academic Self-Concept Test (Florida Key Adaptation)

Author V. Arancibia C., S. Maltes G., M .I .Álvarez H.
Age - Course - Application 7 to 10 years. 1st to 4th grade. Initial stage
stage
General objective Inferring the academic self-concept in first cycle basic cycle
 students
Structure Test composed of 21 statements which are divided into 4
areas:
Confrontation, items 1 to 5 (factor I)
Commitment, items 6 to 12 (factor II)
Assertiveness, items 13 to 17 (factor III)
Relationships with Others, items 18 to 21 (factor IV)
With 6 response criteria:
Never: 1, Rarely: 2, Rarely: 3, Sometimes: 4, Frequently: 5,
Almost always: 6.
Correction The instrument provides a total raw score and a score per
factor that is obtained by the sum of the scores assigned to
each item.
For the total score, the scores obtained in the 21 items are
added. Both scores are searched in the interpretation tables
Analysis Test aimed at teachers and professionals for purposes that
help determine how children perceive themselves as students.
It is a very useful tool for both teachers and
psychopedagogues since it provides the child's vision of the
perception they have of themselves with respect to their
process as a student, which is important to recognize in order
to enhance the deficient areas that could be found in this
process.

Test Name Study Techniques and Habits Questionnaire, in REPSI

Magazine No. 27
Author Maria Eugenia Simonetti
Age - Course - Application 8 to 11 years. From 2nd grade onwards. Intermediate stage.
stage
General objective Evaluate study techniques and habits in students from 7 to
11 years old.
Structure Test composed of 60 questions which are divided into 5
areas:
 Place, items 1 to 8
 Study Planning, items 9 to 15
 Attention in the Classroom, items 16 to 26
 How do you study, items 27 to 53
 General Attitude, items 54 to 60
Those that are answered in a positive or negative way.
Correction A point is assigned to affirmative answers and the result that
is sought among the ranges to be interpreted is noted.
The negative answers are counted by area and are noted
so that the child can reflect on how he can reverse that
situation. A quantitative and qualitative analysis is carried
out, since based on the score acquired by the student
when answering the questions, these are interpreted as
follows:
Less than 36 points: You don't know how to study.
Between 37 and 49 points:
You have poor study
habits.
Between 50 and 69 points: Congratulations, you
have good study habits.

Analysis It is a questionnaire of study techniques and habits applied to

children between 7 and 11 years old in order to see their
strengths and weaknesses in these areas. The level of
complexity that this test presents is low, since the situations
that it poses are of an everyday nature and it could not
present greater difficulty for the student to be able to answer
the questions that are given in it.
It is a structured test since it measures the here and now, that is, it
does not include information from previous years, the answers it
provides are from first source giving the possibility that the student
can correct them together with the Educational Psychologist.

Test Name Self Estimation Scale

Author Lucy Reidl (adaptation by Roberto Careaga)
Age - Course - Application 7 to 11 years. 2nd to 6th grade. Initial – intermediate stage
stage
General objective Evaluate the global emotional area Evaluate the child's global
estimate of himself.
Structure Test that has 20 statements that are answered according to
 three criteria:
A: agree, N: I don't know, D: I disagree.
Correction The answers are compared with the correction guideline, their
scores vary between 1 and 3 depending on the degree of
acceptance.
It has a minimum score of 20 points and a maximum of 60 and
four ranges of interpretation:
 Poor Self-esteem: 20 – 27 points.
 Insufficient Self-esteem: 28 – 36 points.
 Regular Self-esteem: 37 – 45 points.
 Good Self-esteem: 46 – 54 points.
 Very Good Self-esteem: 55 – 60 points.
Analysis It is a test that measures the emotional area in children between 7
and 11 years old. It can be applied individually or in groups
depending on the need. Its correction is carried out using a guideline.
and once the score is obtained, it is placed in the
interpretation ranges. This test is highly complex, since
that the questions that are posed require that the student
perform an introspection to be able to answer them.
From this perspective, psychopedagogical work must be based
on the background information collected to carry out work in
areas that may be diminished due to emotional problems.

Test Name Questionnaire to Find Out the Degree of Affectivity, Adaptation

of the Woodwort Test
Author Robert Woodwort
Age - Course - Application 12 years and older. 7th basic – 4th middle year. Stage
stage advanced.

General objective Evaluate Affectivity Recognize the degree of affectivity of the

subjects.
 Structure It consists of 30 questions which are answered according to
the degree of acceptance between yes and no.
Correction The answers are compared with the correction sheet, only the
answers that imply emotional difficulty are counted.
The assessment is as follows:
 0 to 8 answers with difficulty: affectivity without problems
 9 to 14 answers with difficulty: affectivity with problems
 15 or more answers with difficulty: affectivity with severe
problems, (refer to psychologist)
Analysis It is a test that consists of 30 questions that are answered
according to the degree of acceptance between a yes and a
no, which measures affectivity and can be applied individually
and collectively. It is a questionnaire of medium complexity,
since the student, through his or her answers, gives
perceptions about how he or she feels. From a
Psychopedagogical perspective, the answers that the student
gives us, we will be able to see if the difficulties presented
here are linked to their poor academic performance.

Test Name Coopersmith Self-Esteem Inventory

Author Coopersmith, 1967 adaptation for Chile H. Brinkmann and T.
Segure, University of Concepción, 1988.
Age - Course - Application Approximately 14 and 15 years old. 1st and 2nd year of
stage secondary education Advanced stage.
General objective Evaluate self-esteem in adolescents. Evaluate the subject's
perceptions in their four areas: Their peers, parents, school and
themselves.
Structure  There are 58 sentences that must be answered according
to the degree of acceptance with an are:

 Sub test L (Lie): Indicates lack of consistency in the

results so the inventory is invalidated.

 Self Subtest: High scores indicate self-esteem and high

levels of aspiration, stability, confidence, adequate social
skills and personal attributes.

 Social Peer Subtest: A high score indicates that the

subject has greater gifts and abilities in relationships with
friends and collaborators, as well as with strangers. Social
and self-acceptance are very combined.

 Sub test Home Parents: A high level reveals good

qualities and skills in intimate relationships with the family,
you feel respected, you have independence and your own
moral conception.

 University sub test: High levels indicate that the

individual adequately addresses the main academic tasks
and has a good capacity to learn. Works to satisfaction
both individually and as a group.
Correction The maximum score is 100 points and the lie test (items: 28,
32, 36, 41, 45, 50, 53,58) invalidates the test if it is a score
greater than four. The scores are obtained by adding the
number of items answered correctly and multiplying this by 2
without including the lie score.

For example:

No. of items x 2 = level of self-esteem

40 x 2 = 80

According to self-esteem category 80

The level of self-esteem corresponds to High (see Annex 5)

It is worth noting the items whose response should be:

If(1,4,5,5,8,9,14,19,20,26,27,28,29,32,36,38,41,42,
43,46,47,50,53,58) for the remaining items the answer will be
No
 Each item answered positively is assigned 2 points.
 The scores corresponding to each of the scales of the
instrument are added.
  If the score is higher than the average (T = 67 or more) it
means that the subject's responses are unreliable and
invalidates the inventory application.
 All the scores can be added except the “M” (lie scores) to
obtain an indicator of the subject's global appreciation of
himself.

Analysis The Coopersmith Self-Esteem Inventory is made up of 58

statements, with dichotomous answers (YES - NO), that
provide information about the characteristics of self-esteem
through the evaluation of 4 subtests.

Test Name Study Methods and Habits Questionnaire, CMHE.

Author Ocean Publishing.
Age - Course - Application 12 years and older. 12 years and older.
stage Seventh basic year onwards
Advanced stage.

General objective Evaluate study methods and habits. Know the subject's reflections on
their way of studying.
Structure It consists of 61 statements divided into 8 areas:
Study Planning, items 1 to 6.
Study Place and Environment, items 7 to 11.
The Study Method, items 12 to 19
Reading, items 20 to 27.
Memory and Attention, items 28 to 34
The Class, items 35 to 43
Auxiliary Techniques, items 44 to 54
Exam Review, items 55 to 61
Those that are answered according to 4 criteria:
N: never, AV: sometimes, CS: almost always, S: always
It is a questionnaire with questions related to the way of
studying. For each question you must choose one of the 4
options that accompany it.
It is designed for the student to reflect on what they do; This
questionnaire will serve to know where the student is and where he
wants to go.
Questionnaire with 61 questions which are divided into 8 dimensions:
 Study planning 6 questions.
 Study location and environment 5 questions.
 The study method 8 questions.
 Reading 8 questions.
 Memory and attention 7 questions.
 Class 9 questions.
 Auxiliary techniques 11 questions.
 Review and exams 7 questions.

Correction The questionnaire responses are converted to numbers,

according to the following criteria: N = 1 point, AV = 2 points,
CS = 3 points, S = 4 points. Next you have to transfer the
value of each question to the number it occupies in one of the
columns. Then divide the sum obtained in each by the
maximum score marked in each box, and multiply the result by
100.
The result is written in the corresponding space in the % row.
To view the profile graphically, each percentage is moved to
the corresponding column

Analysis It is a questionnaire with questions related to the way of

studying. In each question you must choose one of the four
options that accompany it, depending on your preference to
respond to the actions.
It is designed for the student to reflect on what you do. The first
application of this questionnaire will serve to know where the student
 is and where he wants to go. Each question in this questionnaire
refers to a specific aspect of 8 dimensions about study methods and
habits, which is why it would present a medium complexity, since it is
based on daily events of the student, in addition it is designed for the
student to reflect on what what are you doing.
This questionnaire provides us with relevant information for our work,
since from the collected background we can know where the student
is and where he wants to go, at the same time we can see in which
areas he has difficulty and how we can help improve them through
different strategies.

Instrumental area of reading - writing

Test Name Psychopedagogical Battery Evaluates reading –

writing area
1-2-3-4-5-6-8-9-10.
Author Jesús García Vidal, Daniel González Manjón.
Age - Course - Application 6 years and older. Initial, intermediate and
stage advanced stage.
Evaluate 1 : end of the 1st year of basic education
at the beginning of the 2nd year of basic education.
Evaluate 2 : 2nd year of basic education.
Evaluate 3 : end of the 3rd year of basic education
at the beginning of the 4th year of basic education.
Evaluate 4 : 4th year of basic education.
Evaluate 5 : end of the 5th year of basic education
at the beginning of the 6th year of basic education.
Evaluate 6 : 6th basic education.
Evaluate 8 : 8th year of basic education.
Evaluate 9 : 1st and 2nd year of secondary
education.
Evaluate 10 : 3rd and 4th year of secondary
education
General objective
Objective by Test Specific Capabilities.
Reading:
Reading Comprehension: Assess the initial
acquisitions of reading comprehension.
Reading Accuracy: Assessment of initial reading
accuracy.
Reading speed: assess reading speed.
Reading efficiency: assess the phonological use
of reading.
Writing:
Phonetic spelling: assess the level of phonetic
spelling and mastery of graph-motor processes.
Graphics and written expression: assess graphic
motor processes and written expression.
Visual and regulated spelling: assess the spelling
command of common words.
Graphics : assess the mastery of the graphic
motor processes of writing.
Spelling: assess mastery of the spelling
processes of writing.
Visual spelling : assess spelling mastery of
familiar words.
Graphics and phonetic spelling : assess the
mastery of graphic motor processes and the level
of phonetic spelling.
Written expression: assess mastery of written
expression.
Structure Rate 1
Reading:
Reading comprehension (3 tasks) –Reading
accuracy (6 tasks).
Writing: phonetic spelling (3 tasks) – writing
and written expression (1) – visual and
regulated spelling (.
Evaluate 2
Reading:
Reading comprehension-reading accuracy.
Writing: writing and spelling.
Evaluate 3
Reading: reading comprehension-reading
accuracy.
Writing: phonetic spelling-graphy and written
expression-visual spelling.
Evaluate 4 and 6
Reading: reading comprehension -reading
speed-
Writing: visual and regulated spelling –
graphics and phonetic spelling.

Rate 5
Reading: reading comprehension – reading
speed – reading accuracy.
Writing: phonetic spelling-graphy and written
expression-visual spelling.
Evaluate 8 and 9
Reading: reading speed – reading efficiency –
reading comprehension.
Writing: visual and regulated spelling – written
expression.
Evaluate 10
Reading : reading comprehension – reading
speed.
Writing : visual and regulated spelling –
written expression.
Correction The student's answers are compared with the
existing answers in the correction template,
assigning 1 or 2 points for each correct answer, and
omissions and errors are also subtracted from the
score, according to the formula used for each task.
 To obtain the direct score of the item, the partial
scores of each task are added and then placed in
the percentile table with respect to the result.

A set of tests applied in groups or individually

Analysis depending on the need, allows us to evaluate the
basic instrumental acquisition in the area of reading-
writing through different tests (Reading
comprehension, Reading speed, Visual and
regulated spelling, Graphics and phonetic spelling )
which, once reviewed, will give us a result, which will
be compared with a scale table that will indicate the
child's location according to standardized norms for
later interpretation.

Name Name: Parallel Forms Progressive Linguistic Complexity

Reading Comprehension Test, CLP 1st-2nd-3rd-4th-5th-6th-
7th-8th Level.
Author Author :Felipe Alliende, Mabel Condemarín, Neva Milicíc
Age - Course - Application 6 to 13 years of age or illiterate adults. 1st year of basic
stage education to 8th year of basic education.
Initial – intermediate – advanced stage.
Aim : Measure Reading ability in the stages that need to be
learned more intensely (eight years of Basic General
Education, or initiation of reading in illiterate adults).
Objective per subtest: 1st Reading Level: Verify mastery of oral instructions related
to the area of the word, recognition of isolated words and
translate them into oral language and the area of the sentence
or phrase.
2nd Reading Level:
Verify mastery of skills such as reading incomplete sentences
and selecting words that complete them (sentence or phrase
area) and reading sentences, paragraphs and simple texts
and then recognizing statements (paragraph or simple text
area).
3rd Reading Level: Check skills in narrative texts such as the
interpretation of deictic and anaphoric elements, globalization
of information, distinction between facts and opinions, simple
categorization between objects and people and establishment
of cause-effect relationships.
4th Reading Level: Check children's ability to adequately
understand slightly complex phrases and sentences,
understanding statements about a situation and understanding
texts with a variety of situations and characters.
6th Level of reading: measure the mastery of the set of skills
specific to the area of the text (order sequences of events,
relate cause - consequence between them, inclusion
relationship between statements, capture statements
delivered by dialogues. The texts are narrative.
5th Reading Level: Check skills such as fine categorization of
objects, facts and people, interpretation of symbolic elements,
adequate characterization of literary texts and specification of
the meaning of words and expressions in narrative and
descriptive texts.
6th level of reading: measure mastery of the set of skills
specific to the area of the text (order sequences of events,
relate cause-consequences between them, inclusion
relationships between statements, capture statements
delivered through dialogues. Narrative texts with a clear
structure and specific individual or collective subjects.
7th Reading Level: Understand narrative and descriptive
texts of collective subjects as a whole. concrete statements
with complex temporal developments or structured around a
set of statements without temporal sequence.
8th Reading Level: Evaluates the specific mastery of skills
related to lexicon, grammatical structures and pragmatic
aspects essential for all understanding. Likewise, mastering
the level also means the ability to globalize information, make
 the inferences required to give meaning to the texts and place
them in the spatial, temporal and cultural contexts that they
represent. they want for their minimum general understanding.
Structure: 1st level: Word area - Sentence or phrase area, supported by
illustrations.
2nd level: Sentence or phrase area - Simple text area. Simple
texts with illustration support. Isolated sentences and phrases
without illustration support
3rd level: Sentence or phrase area - Simple Text Area -
Complex Text Area.
Simple narrative texts with individual concrete subjects and
content familiar to children.
4th level: Complex Text Area
Texts of a certain complexity where all the subjects are
concrete, in 2 texts they are also individual and in 2 collective.
5th level: Complex Text Area
4 texts appear, one is descriptive in nature and three are
narrative in nature.
7th level: Narrative texts of a concrete, but collective subject.
Narrative texts with complex temporal developments.
Descriptive texts, without temporal sequence, structured
around a set of statements about a specific collective subject.
8th level: Form A: 6 Subtest: 41 items. Form B: 6 Subtests:
41 Items.
Correction: One point is assigned to each correct item, which are added to
obtain the raw score that will be associated with the T, Z and
centile scores.
Analysis: The Progressive Linguistic Complexity Reading
Comprehension Test (CLP) is a standardized instrument that
objectively measures the degree of reading mastery by a child
from initial learning to the moment he or she becomes a reader.
independent. The test must be applied collectively or
individually. The use of the test norms allows us to determine at
what stage of reading the reader is, giving a diagnosis that
indicates the measures that make it possible to continue the
process. cess. Two parallel forms were created for each level.
The end founds The mental advantage of these parallel forms
is to be able to check the reader's progress other than the level
it is at.

Test Name Exploratory Test for the Evaluation of Cursive Writing – PEEC ,
in “Creative and Formal Writing”, Editorial Andrés Bello, 1989
Page. 126 to 136; 235 to 245.
Author Mabel Condemarín and Mariana Chadwick
Age - Course - Application 7 to 10 years. 1st to 4th grade and Dysgraphic students of any
stage school level. Initial stage.
General objective Evaluates the level of development of cursive writing (speed of
execution, quality of copy)
Detects deficiencies or errors in the rhythm or speed of writing
and its execution (learning letters one by one, linking and
regularity of writing.
It consists of 3 tests:
Structure  Normal Copy Speed.
 Fast Copy Speed.
 Copy Quality.
Correction Standardized for Chile.
The score obtained allows performance to be located
according to T score and percentiles, according to grade and
age.
Analysis In this test we will be able to know the level of development of
the basic skills of cursive writing in order to detect the
deficiencies or errors that students present in the execution of
the elements of initial writing from 1st to 4th year of basic
education.

Test Name Spontaneous Writing

Author Mabel Conde Marin and Mariana Chadwick
“Creative and formal writing”: Mabel Condemarín and Mariana
Chadwick Editorial Andrés Bello
Age - Course - Application 7 years old. 1st to 2nd grade. Initial stage
stage
General objective Evaluate children's ability to express ideas, motor graph level,
spelling.
 Spelling Evaluation: Establish criteria on the stages of
spelling development.
 Classify spelling errors.
  Sentence structures: Guidelines for estimating structural
errors and analyzing immature structural performances.
 Density of ideas
 Variety of references
Structure It consists of a spontaneous text created by the child (the
length of the text will depend on the child's age),
It consists of a spontaneous text created by the child (the
length of the text will depend on the child's age),
It analyzes spontaneous imaginative compositions that are
created as a product of fantasy or experience.
Correction Correctly spelled words are counted.
It is classified according to the following stages of
development described in the book “Creative and Formal
Writing”
-Pre communicative stage
- Semiphonetic Stage
- Phonetic Stage
- Transitional Stage
- Correct Spelling Stage.
To evaluate the classification of spelling errors, you can review
the table that appears in the book “Creative and formal
writing”, by the author Carbonell de Grompone, which provides
criteria to analyze spelling performance at 5 levels.
To evaluate errors, the text must contain at least 200 words.
Punctuation marks are counted as words. All errors and lapses
must be counted.
Number of errors and lapses
--------------------------------------- per 1,000
Total number of words
The Global Spelling Level (NOG) is defined as the percentage
of words spelled correctly.
Number of correct words
----------------------------------------- per 100
Total number of words
Analysis As indicated in the test, the child's spontaneous writing,
graphomotor skills, spelling, alignment are evaluated and it is
applicable to any child who has already acquired the writing
process.
Simple application test, which does not have a specific time; Its
application can be individual and collective, being a good
instrument to measure motor skills, expression of ideas and
syntax.
Test Name Diagnostic Scales of G. Spache.
Author 1963, revised edition: 1972.
Adaptation for Chilean schoolchildren: G. Sepúlveda, A. Jofre.
Age - Course - Application 1st to 8th grade; also young middle school students with
stage reading difficulties. Intermediate, advanced stage.
General objective Measure the levels (Instructional, Independent and Potential)
of reading, its Quality, Errors and Speed, through the reading
of paragraphs, sequenced according to the school level of
those evaluated.
Objective by Test Reading level : Evaluates level of instruction (oral reading),
independent (silent reading) and potential (compression of
paragraphs read by the examiner)
 Quality of reading : Type of reading, respect for punctuation,
intonation, corrections and hesitation are evaluated.
Reading errors: Where omissions, additions, substitutions,
repetitions and inversions are recorded.
Reading speed : The reading time spent on each paragraph is
recorded.
Reading compression : 7 to 8 questions are asked per
paragraph, recording the answers in verbatim form.
Attitude of the subject: The child's attitude is recorded during
the examination regarding: attention, motivation, emotional
reactions, interpersonal relationships and behavior
Structure The Test consists of 11 paragraphs sequenced by increasing
complexity from 1st to 8th grade, with 2 paragraphs per course
from 1st to 3rd grade, corresponding to 1st and 2nd semester,
in addition to a recording protocol where the information
obtained by the evaluation is recorded.
Correction A diagnosis is made that involves a qualitative judgment that
integrates the different evaluated aspects of the reading
process: reading levels, speed, quality, errors and
comprehension, according to what is evaluated, the following
levels can be determined:
Good reader: If you have adequate reading quality, speed and
comprehension, higher than the estimated average for your
course and with few errors.
Average reader : If you have performance in different aspects
in relation to the average for your course.
Reading delay: If they present a performance lower than that
corresponding to their grade group in the aspects evaluated.
With specific problems : if it presents systematic errors, such
as omissions, additions, inversions, substitutions and/or poor
reading comprehension.
Brief explanation The application of this test is individual, with an approximate
time of 30 minutes. First the instructional level is determined,
then the independent level and finally the potential level,
clearly following the instructions in the manual and writing
down all the information required to make the diagnostic
conclusions. Complex application test, its application is
individual with a time limit of 30 minutes, it is useful to
determine the reading level that the student has. Its application
is complicated in cases of students with attention, visual or
auditory deficits. Its analysis is qualitative.

Test Name Oral Reading Guideline

Author Bennett, A. in "Reading: Theory, Evaluation and
Development." Alliende, Condemarín, Andrés Bello Editorial.
 1982. Pages 141 to 143.
Age - Course - Application 8 to 11 years old. Children who already know how to read and
stage who have some difficulty with this type of reading. Intermediate
stage.
General objective Observe the behaviors carried out by the child during the oral
reading process.
Objective by Test  Fluency: observe fluency when oral reading.
 Word recognition: observe knowledge about words
during oral reading.
 Coping with unknown words: observe the recognition
of unknown words.
 Use of context : Observe the use of context in oral
reading.
 Use of voice: Observe the different aspects of the use
of voice during oral reading.
 Postural habits: Observe the postures used by the
child when reading.
Structure Features of reading. It consists of 4 items.
 Fluency (9 questions)
 Word recognition (8 questions)
 Confronting unknown words (5 questions)
 Use of context. (5 questions)
 Use of voice (11 questions)
 Postural habits (8 questions)
Correction It is corrected qualitatively according to criteria of Never,
Sometimes, Often.
Analysis It is an observation guideline that consists of 7 items with
questions related to each area, it allows us to collect
information about the behaviors carried out by the child when
reading orally.

Test Name Observation Guideline for Silent Reading.

Author In “Reading: Theory, Evaluation and Development.”
Condemarin. Andrés Bello Editorial.1982. Page 149.
Age - Course - Application 8 to 11 years. Children who already know how to read and who
stage have some difficulty with this type of reading. Intermediate
stage.
General objective Observe the behaviors carried out by the child during the silent
reading process.
Structure Reading Features:
It consists of 7 questions related to silent reading.
Correction Qualitative correction criteria are used.
Analysis . Although it is a guideline that does not require much prior
management, a high observation capacity is needed on the
 part of the evaluator to be able to complete it completely. In
addition, we believe that it is necessary to have several
sessions with the evaluated person in order to obtain all the
information that the guideline mentions. We also consider that
this guideline should be supported and complemented by other
registration systems.

Test Name Systematic Observation Sheet of Graphic Motor Skills.

Author In "Creative and formal writing", Condemarín, Chadwick.
Andrés Bello Editorial. Page 136 to 140. File based on the
proposal of Ajuriaguerra and Auzias (1973).
Age - Course - Application 8 to 11 years. Children who already know how to read and who
stage have some difficulty with this type of reading. Intermediate
stage.
General objective Observe the characteristics of the child's graphic motor skills
when writing.
Objective by Test  Posture and segmental positions: Observe the
characteristics of the trunk , shoulders, elbow, forearm, fist
 support, pronation – supination of the hand, flexion –
extension of the hand, role of the other hand, position of the
fingers, position of the paper.
 Movement: Big progression, small progression.
 Tonicity: Movements of the shoulder, arm, fist, fingers.
 General Observations: Observe the presence of
synkinesis, neurovegetative reactions, control difficulties.
 Summary: Delay, anomalies, control difficulties,
neurovegetative reactions, painful phenomena, child
behavior.
Structure It has 5 items:
 Posture and segmental positions.
 Motion
 Tonicity
 General remarks
 Summary
Correction Mild, medium, and exaggerated criteria are used for correction.
A qualitative analysis is carried out considering the observed
aspects. In each item it is possible to indicate the intensity of
the observed characteristic by marking 1 “l” if it is moderate, 2
if it is mild or 3 if it is intense.
Analysis As in the previous guideline, this is a test of medium
complexity. It does not require much prior handling but
requires a high capacity for observation on the part of the
evaluator to be able to complete it. We consider that it provides
important information to know and try to correct some physical
aspects that may bother the writing process.

Test Name Specific Dyslexia Exploratory Test. (TEDE or PEDE)

Author Condemarín, Blomquist. Standardization: Berdicewski, Milicic,
Orellana
Age - Course - Application Children between 6 years and 10 years 11 months, from 1st to
stage 5th Grade. Initial, intermediate stage.
General objective  Locate the Reading level based on syllables of increasing
complexity, in children from 6 to 10 years old, 1st to 5th
grade.
 Explore Specific Errors (inversions, confusions).
 Appreciate the child's evolution over time (in its periodic
application).
 Give corrective and remedial guidelines (in the qualitative
 analysis of the items).
Determine reading level based on reading in increasing
complexity and explore dyslexic signs in oral reading and
specific errors such as letter inversions or substitutions.
Appreciate the child's evolution over time (periodic
application). The results serve as a guide to design a
corrective treatment plan.

Structure The test consists of 171 items, divided into two parts:
Reading level with 100 items :
This subtest includes the recognition of:
Name of the letter -Sound of the letter - Direct syllable with a
single-sound consonant - Direct syllable with a double-single
consonant - Direct syllable with a double-sound consonant -
Direct syllable with a consonant followed by a silent “u” -
Indirect syllable with a simple level - Complex level indirect
syllable - Complex syllable Syllable with simple level diphthong
- Syllable with complex level diphthong - Syllable with simple
level phonogram - Syllable with complex level phonogram -
Syllable with phonogram and simple level diphthong - Syllable
with phonogram and complex level diphthong
Specific errors with 71 items : Selection of words that present
the typical difficulties that lead to error. They are: letters
confused by sound at the beginning of the word - letters
confused by similar spelling - letter inversions - complete word
inversions - letter inversions within words - syllable order
inversions in the word
Correction The two parts of the test are computed separately:
Reading Level: 1 point for each correct answer, with a
maximum of 100. It is then transformed into a T score and
percentile by searching the tables corresponding to age and
grade. Specific errors : The errors made by the child are
counted and subtracted from the maximum possible score, that
is, 71. It is then transformed into a T score and percentile by
searching the tables corresponding to age and grade.
Analysis Test of medium complexity. Its application is easy and fast, but
requires sufficient handling of the items to give instructions. It
also requires knowledge of the qualification criteria to evaluate
the answers and strict following of the instructions in the
manual. We believe that this test gives us the necessary
information to discover reading difficulties in the areas of static
and dynamic inversions and spatial and auditory confusion.
Test Name Test Cloze
Author Wilson L. Taylor. Adaptation by Mabel Condemarín.
Age - Course - Application To children who know how to read and write
stage 8 years and older. Intermediate and Advanced Levels
General objective Evaluate reading comprehension and establish the ways in
which the reader processes the information, using the keys
(graphic, phonetic, semantic and syntactic) that the text
provides.
It allows reading comprehension to be evaluated through the
interrelationships between the reader's language experience
and the semantic and syntactic keys provided by the written
text.

Structure Depending on the type of cloze, its structure will be, the
minimum is 100 words.
 There are 8 types:
 The traditional
 The Maze Labyrinth
 With Pareo
 Restricted
 With support keys
 Cumulative
 Oral post-reading
 Interactive
Correction 1 point is awarded for each space answered correctly
(synonyms are also considered). The number of correct
answers is divided by the total number of words omitted in the
text and the total is multiplied by 100 to obtain a percentage.
This percentage can be interpreted in levels of reading
competence:
It is corrected in the following way:
Cloze Score = Number of correct answers x 100
Total omissions

The interpretation can be done according to the following

criteria:
Independent level : Achievement greater than or equal to 57%,
reads the material with relative ease,
Does not require help.
Instructional level : ) Achievement between 44 and 57%,
requires support.
Frustration level : Achievement less than 44%, presents many
difficulties.
Requires individualized support
Brief explanation Low complexity test. Although it requires knowledge of the
correction formula, the instructions for its application and
correction are easy to understand. We consider that it is a
useful test at any reading level since it is possible to adapt it
both to the age and development of the person evaluated, and
to what is required to be evaluated within the framework of
reading comprehension. It is a test that is quick and easy to
apply and provides valid information about the student's
handling of contextual cues.

Test Name Reading and Written Language Test – PLLE

Author Donald Hammill, Stephen Larsen, J. Lee Wiederholt, Joanna
Fountain-Chambers
Age - Course - Application Children between 8 years and 15 years. 8 years and older.
stage Intermediate and Advanced Levels
General objective Determine the level of achievement of reading and writing
comprehension skills according to the age of the subject.
Objective by Test reading area
 Reading vocabulary: measures the reader's
comprehension.
 Reading paragraphs. Evaluates the reader's ability to
answer questions about the text read.
writing area
 Written vocabulary: measures the level of vocabulary
that the person uses in writing.
 Composition: measures the ability to write logically and
successively, for efficient written communication.
 Spelling: measures the ability to write logically and
successively, for efficient written communication.
 Style: measures mastery of punctuation and
capitalization rules.

Structure Reading Vocabulary : 35 multiple choice items.

- Paragraph reading : 8 paragraphs with 5 multiple choice
questions each.
- Writing Vocabulary : spontaneous writing based on 3
drawings presented.
- Composition : story written improvised by the student.
- Spelling : 25 dictated words. The evaluator dictates the
single word, then in a sentence, and then repeats the single
word again. The student writes the word.
Style : 20 sentences. Students read sentences without
punctuation or capitalization and rewrite them using the
“correct” form.
Correction
The scores corresponding to each test are assigned to then
obtain a raw score. The Raw Score obtained in the subtest
must be converted to a Standard Score and then obtain the
percentile of each of the tests.
Reading Vocabulary : 1 point per correct answer. They are
considered correct if the student writes down the 2 correct
alternatives.
- Reading paragraphs : 1 point per correct answer.
- Writing Vocabulary : 1 point for each word of more than 7
letters.
- Composition: 1 point for each approved item (qualification
criterion). 20 in total.
- Spelling : 1 point for each word spelled correctly
- Style : 1 point for each correctly written sentence.
 Each score obtained is transformed into Percentile, standard
and quotients and are established into criteria of Superior,
High Average, Average, Low Average and Poor.

Analysis
The PLLE is designed to be easily applied, has great reliability
and validity, and is instructively appropriate for measuring
written language skills. The PLLE is a useful instrument for
examining both individuals and groups of students. The PLLE
standards provide standard scores for students from third
grade through high school. Before administering the test, the
teacher should become familiar with the purpose and format of
its specific subtests. Test of medium complexity. Its application
is not difficult, but it requires a lot of time to do it completely.
For this reason, we consider that it is advisable to apply it in
more than 1 session. Furthermore, for the complete correction
of the test it is necessary to handle the instructions in the
manual and all the scores obtained with their respective
transformations. The information provided is useful to identify
weaknesses in each of the aspects evaluated and to be able to
develop an intervention plan according to each of these.

Test Name Myklesbust Language Test

Author Helmer Myklebust (1965); adaptation and standardization
Feldman, 1974.; “Creative and formal writing, Andrés Bello
publishing house, by Mabel Condemarín and Mariana
Chadwick
Age - Course - Application 6 years and older. Initial, intermediate and advanced
stage
General objective Determine discrepancies between oral and written production
by evaluating productivity
vgnf Determine discrepancies between oral and written
production by evaluating productivity, that is, the number of
words used. Syntax is also examined in terms of agreement,
punctuation, use and order of words in the sentence, and
content, reflected in the concrete-abstract quality of the ideas.
Structure A motivational sheet is presented for 5 minutes, 5 different
areas are evaluated:
1.- Language without reference to the page.
2.- Static Enumerations
3.- Dynamic Enumerations
4.- Initial Relationships
5.- Full Relationships
Correction The scores range from 0 to 14 points divided into the five
areas:
1.- Language without reference to the page. From non-
computable to 0 point
2.- Static Enumerations from 1-2 points
3.- Dynamic Enumerations from 3-7 points
4.- Initial Relationships from 8-9 points
5.- Full Relationships from 10-14 points

1) Language without reference to the illustration : writings

in which there is no allusion to the references given by the
illustration. It is not computed.
2) Static enumerations : people or objects are listed
without relating them; Only things present in the picture are
mentioned without naming their attributes. 1 to 2 points.
3) Dynamic enumerations : actions are listed without
sequence but approaching a description; tendency to
structure the whole; some inconsistencies occur; A role is
assigned to the protagonist in action, interaction or in
events related to him. 3 to 7 points
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 temporal-spatial location is also shown. 8 to 9
points.
5) Full relationships : the sequences appear coherent, the
story is structured in a defined way; The temporal-spatial
location is mediate and moves away from what is directly
represented by the sheet. Critical judgment and/or
motivation appears. 10 to 14 points.

Analysis This is a test where, from a sheet, children create a story or

draw it, then what the children write is analyzed and a score is
assigned according to what has been completed and it is
classified in one of the corresponding areas.
Test Name Reading and Writing Tests
Author Ricardo Olea G.
Age or Application Level
General objective Establish the learning capacity of Reading and Writing
Objective by Test  Test I: Evaluate reading of numbers
 Test II: Evaluate letter reading
 Test III: Read combinations of vowels and vowels with
consonants
 Test IV: Evaluate word reading
 Test V: Evaluate the order of sounds in words
 Test VI: Evaluate word formation through letter sounds.
 Test VII: Evaluate the reading of sentences
 Test VIII: Evaluate the copy of sentences
 Test IX: Evaluate word dictation
 Test X: Evaluate the dictation of sentences
  Test XI: Evaluate the dictation of numbers
 Test XII: Evaluate oral reading
 Test XIII: Evaluate reading comprehension
 Test XIV: Evaluate spontaneous writing

Structure It consists of 14 independent tests; Reading numbers, Reading

letters, Reading combinations of vowels and consonants,
Reading words, Spelling words heard, Forming words by
hearing sounds, Reading sentences, Copying a sentence,
Dictation of words, Dictation of sentences, Dictation of
numbers, Reading a piece, Understanding what has been
read, Spontaneous writing.

Correction 1 to 4pts will be awarded. Depending on the accepted error

requirements, varying in categories from no error, up to a
maximum of more than 10 errors.

The Copy of a sentence, Dictation of a sentence and Reading

of a passage tests consist of a certain time plus the counting of
errors. Also granting 1 to 4 Pts.

In addition, the spelling keys and correction used for

spontaneous writing in “Creative and formal writing” must be
used: Mabel Condemarín and Mariana Chadwick.
Test of medium complexity in its application, it is individual and
Analysis requires a lot of time to complete, its analysis is quantitative
and qualitative. It is complex to apply when carried out with
students who have attention and concentration problems.
 Education Faculty
Psychopedagogy
Study of cases
Prof.: Flor Carrizo Yébenes
Section 61
 Psychopedagogical Tests
Cognitive and Instrumental Areas of
Mathematics

Cognitive area

Test Name Psychopedagogical Battery Evaluate version 2.0. 1-2-3-4-5-6-

8-9-10. Cognitive area.
Author Jesús García Vidal, Daniel González Manjón.
Age - Course - 6 years old and up. Initial, intermediate and advanced stage.
Application stage Evaluate 1 : end of the 1st year of basic education at the
beginning of the 2nd year of basic education.
Evaluate 2 : 2nd year of basic education.
Evaluate 3 : end of the 3rd year of basic education at the
beginning of the 4th year of basic education.
Evaluate 4 : 4th year of basic education.
Evaluate 5 : end of the 5th year of basic education at the
beginning of the 6th year of basic education.
Evaluate 6 : 6th basic education.
Evaluate 8 : 8th year of basic education.
Evaluate 9 : 1st and 2nd year of secondary education.
Evaluate 10 : 3rd and 4th year of secondary education
General objective Evaluate cognitive learning abilities.
Objective by Test  Cognitive abilities.
 o Classification: assess the ability to group objects
following criteria.
o Series: assess the ability to order sets of elements.
o Perceptual Organization: evaluate the ability to
compose figures.
o Letters and Numbers: evaluate the capacity for
symbolization.
o Verbal Memory: evaluate the ability to remember
verbal stimuli.
Structure Test structure:
 Evaluate 0: Verbal memory.
 Evaluate 0 to 2: Series, classification, perceptual organization
and symbolization.
 Evaluate 1 to 6: Memory Attention.
 Evaluate 3 to 6: Basis of reasoning: Analogies,
Reflexivity, and perceptual organization.
 Evaluate 8 to 10 = Memory – concentration.
 Evaluate 8 – 10: bases of reasoning: Deductive, Inductive,
spatial.

Correction  Test correction:

Formula:
A: right
Or: omissions
E: errors
A - (E +O).

According to the results obtained, they will be compared in a

scale table that will indicate the child's location according to
standardized norms. Percentile used valuation.

It is a Psychopedagogical battery, which presents a

Analysis medium and high complexity, depending on the
level at which it is worked, both in its application and
in its correction.
Provides information about achievements or difficulties
that may occur in different areas of learning.
Test Name Piagetan Battery.
Author Jean Piaget.
Age - Course - 5 to 7 years. Kindergarten to 2nd grade. Initial stage.
Application stage
General objective Evaluate the stage of thinking.
Objective by Test  Multiple Classification Test (adaptation from Mariana
Chadwick – Eugenia Orellana)
Determine the child's level of grouping objects according to a
common attribute(s). It involves understanding the
relationships between a group of objects and within a group.
 Continuous Quantity Conservation Test: Liquid (adaptation
from M. Chadwick – I. Tarky)
Determine the level of development of the notion of
conservation of continuous quantity.
 Proof of Conservation of Discontinuous Quantity: Mass
(adaptation from M. Chadwick – I. Tarky)
Determine the level of development of the notion of
conservation of continuous quantity.
 Stick Seriation Test (Piaget and Szaminska) (adaptation from
M. Chadwick – I. Tarky)
Determine the level of development of the notion of
seriousness.
Structure Multiple Classification Test
Continuous Quantity Conservation Test: Liquid
Discontinuous Quantity Conservation Test: Mass
Stick Seriation Test
Correction Depending on the test applied, the type of correction is
qualitative and based on levels of development of the task.
Analysis Level of complexity: good management is required in its
application and being clear about the criteria in its correction.
Feasibility of application: the student must have adequate
maturity in his thinking for its application.
Psychopedagogical Opinion of the group: it is a test that can provide
clear information about the level of thinking that the student is at, and its
correct application is achieved. It is a test of medium complexity since
good handling is required in its application as well as in its correction, the
student must have adequate maturity in thinking for its application. On
the other hand, it has a variety of manipulable material that allows us to
identify the stage of thinking that the child is in, however, the variety of
material could be misused by the child, since he or she can use it as
toys and not be able to concentrate on the tasks. that you must do.
The aspects to be worked on must be fully known.

Test Name Token Test, Language Comprehension and Perception Test

Author Ennio de Renzi and Luigi Vignolo, Adaptation and
standardization for Chile Inés Mondaca et al 1979.
Age - Course - 6 and 12 years 6 to 11 years; Initial and intermediate levels
Application stage
General objective Evaluate the understanding and perception of oral language
through verbal orders of increasing complexity
Structure
It consists of 5 parts: 10 items per part, except the last one with
22 items. (62 items) The test is divided into 5 parts ordered
from least to greatest difficulty, with 10 tasks respectively, where
the instructions range from orders of 2 critical elements to orders
of 2 series of 3 critical elements and a more complex language
that includes prepositions, changes in thought, etc. Children
must manage the colors and shapes of the tiles shown.
All items receive a correct (+) or incorrect (-). There are 62
Correction possible scores. Any change from the answer indicated in the
text is considered an error.
If the subject has 8 errors in the first part, the test is
suspended. Otherwise the 5 parts are administered.
Interpretations of the scores are in terms of two aspects: a) the
number of critical elements that the subject understands and b)
the scores that the subject should have according to their age
and socio-economic level.
 Standardized for Chile. Raw score according to socioeconomic
level (high, medium and low).
Level of complexity: it is a test of medium complexity since the
Analysis evaluator must deliver the instructions well, easily corrected.
Feasibility of application: requires that the student be able to
follow and understand instructions given by the evaluator.
Psychopedagogical opinion of the group: to the extent that good
administration is achieved in terms of instructions, good
information can be obtained about their understanding and
perception of oral language.: test of increasing complexity, easy
to apply. The orders are brief to facilitate memorization, the
absence of intellectual factors so that any individual of any
intellectual level can do the tasks. We believe that this test
allows us to collect information based on the recognition of
colors and shapes as a prerequisite, up to the individual's level
of linguistic understanding.

Test Name Basic Brain Functional Integration Test Battery, INFUCEBA

Author Ricardo Olea (1970)
Age - Course - . 7 and 9 years. 1st 3rd year basic. Initial and intermediate stage
Application stage
General objective Report on deficits or poor integration of some functions of the
central nervous system basic for learning. report on deficits in
some functions of the central nervous system and/or its deficient
integration, caused by injuries, of any degree, or by a certain
immaturity of some structures of the central nervous system.
Objective by Test  Cutting with scissors : Visual-hand coordination.
 Monroe Test: Spatial Orientation and Visual Memory.
 Sketch of the Piece : Spatial Orientation and Spatial
Organization, Abstraction, Symbolization, Visual-Manual
Coordination.
 Reproduction of the rhythm heard: Temporal Orientation and
Organization, Visual-Manual Coordination.
 Execution of the read rhythm : Temporal Orientation and
Organization, Visual-Manual Coordination, Symbolization.
 Reading a heard rhythm : Orientation and Temporal
Organization, Symbolization.
 Transcription of a heard rhythm : Orientation and Temporo-
spatial Organization, Visual-motor-manual Coordination,
Symbolization
 Figures in the air : Orientation and Spatial Organization (1st
and 2nd part), Visual-manual Coordination (1st and 2nd
part), Visual Memory (1st part), Kinesthetic Memory (2nd
 part)
 Head Test : Body Scheme in Relation to Spatial Orientation
 Search for figures included: Visuomotor-manual
Coordination, Analysis and Synthesis.
 Copy of geometric figures: Visuomotor-manual Coordination,
Analysis and Synthesis, Orientation and Spatial Organization
(representation and reproduction of space)
Structure It consists of 11 tests (Cutting with scissors, Monroe test,
Sketch of the Piece, Reproduction of the heard rhythm,
Execution of the read rhythm, Reading of a heard rhythm,
Transcription of a heard rhythm, Figures in the air, Head test,
Search of figures included, Copy of geometric figures).
Correction Not standardized.
It is corrected according to a rating scale. The total score is
compared with a table that indicates normality or different
degrees of deficiency. : It has a quantitative and qualitative
assessment, it is awarded from 4 to 0 points per task according
to the quality of the response provided, when totaling the score,
a four-criterion scale of assessments is delivered.
Level of complexity: it is an extensive test that requires the
Analysis evaluator to know its structure and to be rigorous when
correcting.
Feasibility of application: requires that the student understands
the activities well and remains motivated.
Psychopedagogical opinion of the group: it is an extensive test
that the ideal is to apply it in more than one session and not
exhaust the child with so many activities and get them
motivated, for better delivery of information. test allows for early
diagnosis within the initial intervention framework. This
evaluation would make it possible to clear up doubts and guide
the school process from the beginning, placing the child in an
appropriate environment that meets his or her requirements.
According to the results of the evaluation, in some cases it is
possible to indicate admission to psychopedagogical treatment
and in other cases the intervention would consist of suggesting
possible schools with guidelines, characteristics appropriate to
the child's needs and integration plans.
Test Name Picq and Vayer Psychomotor Test - 1st Childhood
Author Louis Picq and Pierre Vayer (1977)
Age - Course - 2 and 6 years pre-school 1 basic. Initial stage.
Application stage
General objective
Evaluate the development of psychomotor skills
It consists of 6 psychomotor tests with graduated exercises
Structure for children from 2 to 6 years old :
 Hand-eye coordination
 Dynamic Coordination
 Postural control
 Own Body Control
 Perceptual Organization
 Laterization
It also has 6 complementary tests to clarify doubts about
some aspects of psychomotor skills:
 Language
 Speed, Pointed
 Speed (Ozeretsky)
 Simultaneous Movements
 Segmental Control
 Harris Test of Lateral Dominance
Correction Qualitative analysis , comparison between the subject's
performance and patterns of psychomotor development
considered normal.
Analysis Level of complexity: it is a complex test in its application, requiring
good knowledge of its structure and medium complexity in its
correction.
 Feasibility of application: it depends on the motivational states that
are achieved with the student, so that the tasks do not become
boring.
Psychopedagogical Opinion of the group: The advantage is the
separate tests and the age guidelines they provide, which allows
you to choose the specific skill that needs to be evaluated.

Test Name Picq and Vayer Psychomotor Test - 2nd Childhood

Author Louis Picq and Pierre Vayer (1977)
Age - Course - 7 and 13 years old. 1st to 8th. Intermediate stage.
Application stage
General objective Evaluate the development of psychomotor skills

Structure It consists of 6 psychomotor tests with graduated exercises for

children from 7 to 13 years old:
 Hand-eye coordination
 Dynamic Coordination
 Postural control
 Own Body Control
 Perceptual Organization
 Laterization
It also has 6 complementary tests to clarify doubts about some
aspects of psychomotor skills:
 Language
 Speed, Pointed
 Speed (Ozeretsky)
 Simultaneous Movements
 Segmental Control
 Harris Test of Lateral Dominance
Correction Qualitative analysis, comparison between the subject's
performance and patterns of psychomotor development
considered normal.
The psychomotor battery is useful for evaluating psychomotor
Analysis development, especially when significant delays in that area are
 suspected. The advantage is the separate tests and age
guidelines they provide, which allows you to choose the
specific skill that needs to be evaluated. This test in each test
presents an ascending level of complexity that allows us to
evaluate perceptual-motor aspects that are fundamental to basic
learning (reading and writing), which when deficient, give rise to
learning difficulties (dyslexia, dysgraphia, dyscalculia). The
graphic representation of the results allows an immediate reading
of the child's weaknesses. Its application requires more time,
preparation of materials in some of its tasks and a certain mastery
of the manual on the part of the examiner. It allows flexibility in its
application since the entire test or only some of its tests can be
applied.

Test Name Primary Mental Aptitudes Test P. M. TO. From 5 to 7.

Author Adaptation Jacobo Felman
Age - Course - Children from 5 to 7 years old. Preschool – 1 basic year. Initial
Application stage stage.
General objective Evaluate perception through visual discrimination.
This test consists of 36 perception items , which are worked on
Structure figuratively. As for all of these items, the evaluator works on the
first six together with the child so that the child can then
independently and with a limited time develop the following 30
exercises. These items are divided as follows:
The 14 items following the 6 practice items have a time of 1
minute and 30 seconds.
The remaining 16 items have a time of 2 minutes.
Reasoning : consisting of 30 tasks
Space: consists of 30 tasks
visual perception .which consists of

Correction One point is awarded for each correct item , which, once
reviewed , compares all of these to a table that will inform us of
the mental age in which the child is located. At the time of
counting all the correct answers, it must be to take the first 6
exercises as practice (not giving them points) to ensure the child's
correct understanding of the instructions.
Level of complexity: easy to apply and correct with clear answers.
Analysis Feasibility of application: to the extent that the student achieves
good concentration and attention, he/she can deliver feasible
 information; if he/she presents distractions, the information
provided may be misinterpreted.
Psychopedagogical opinion of the group: to the extent that it is
applied correctly, it is a very useful test that depends on
motivational factors, and that can provide reliable information
about visual discrimination. This test is of low complexity, the
instructions are easy to understand, and its application does
not require further preparation. It allows us to evaluate visual
perception, but also gives us information about spatial
organization and aspects of reasoning, along with establishing
to some extent the level of thinking of the evaluated person.

Test Name Primary Mental Aptitudes Test P. M. TO. From 7 to 11

Author L. L. Thurstone, adaptation by Jacobo Felman.
Age - Course - 7 to 11 years. 2nd - 5th grade. Intermediate stage.
Application stage
General objective Evaluates the basic factors of intelligence in reasoning, space and
perception.

Objective by Test  Reasoning The ability to analyze and find differences in a

series of figures is evaluated.
 Perception Evaluate the speed and accuracy of visual
perception
 Space Evaluate the ability to complete figures in different
positions
Structure Reasoning is given a time of 8 minutes
Perception is given a time of 5 minutes
Space is given a time of 7 minutes
Correction One point is assigned for each correct answer, which is
designated as a raw score and then placed in the table designated
in the manual, to obtain the mental age.

Analysis In this test, the child's mental age is evaluated in the 3 different
areas in a given time. The first activities are examples and are not
included in the correction.
Test Name Piagetan Battery
Author Jean Piaget
Age - Course - 7 to 11 years. 2nd to 5th grade. Intermediate stage.
Application stage
General objective Evaluate the stage of thinking
Objective by Test  Multiple Classification Test (adaptation from Mariana Chadwick
– Eugenia Orellana)
Determine the child's level of grouping objects according to a
common attribute(s). It involves understanding the relationships
between a group of objects and within a group.
 Continuous Quantity Conservation Test: Liquid (adaptation
from M. Chadwick – I. Tarky)
Determine the level of development of the notion of conservation
of continuous quantity.
 Proof of Conservation of Discontinuous Quantity : Mass
(adaptation from M. Chadwick – I. Tarky)
Determine the level of development of the notion of conservation
of continuous quantity.
 Stick Seriation Test (Piaget and Szaminska) (adaptation from
M. Chadwick – I. Tarky)
Determine the level of development of the notion of seriousness
 Three Pearls Test (Piaget) (adaptation by Mariana Chadwick
– Eugenia Orellana)
Determine the level of representation of the trajectory of three
beads that follow a rotation movement of 180° and 360°.
 Class Inclusion Quantification Test (Piaget - Inhelder
adaptation)
Explore the logical reasoning that the child develops when faced
with a problem of quantification of class inclusion.
 Proof of Conservation of Equivalence of Small Sets (Piaget
 and Szaminska) (adapted from M. Chadwick – I. Tarky)
Determine the level of development of the notion of conservation
of the equivalence of small sets
Structure Multiple Classification Test
Continuous Quantity Conservation Test: Liquid
Continuous Quantity Conservation Test: Mass
Stick Seriation Test
Test of the Three Pearls
Class Inclusion Quantification Test
Proof of Conservation of Equivalence of Small Sets
Correction Depending on the test applied, the type of correction is qualitative
and based on levels of development of the task.
It is a psycho-pedagogical battery that allows us to evaluate the
Analysis stage of thinking that the child is in through different tests (Multiple
Classification, Conservation of Continuous Quantity: Liquid,
Conservation of Continuous Quantity: Mass, Seriation) which will
provide us with the level of thought in which the child is.

Test Name BEVTA Verbal Exploration Battery for Learning Disorders

Author Dr. Luis Bravo Valdivieso and Professor Arturo Pinto Guevara,
Age - Course - 7 and 12 years old. 1st to 6th grade. Initial stage, Intermediate.
Application stage
General objective Determine the functioning of some areas of psycholinguistic
performance that influence basic school performance, especially
in the reading learning process.
Objective by Test TAVI Immediate Verbal Assimilation Test : Determine the
reoption and immediate memory of verbal information.
3-S Verbal Similarities Test : Evaluate the capacity for verbal
abstraction based on the relationship established between the
common elements between three that belong to the same
category.
Concept Nomination Test Grouped by Category CAT-V:
Determine the ability to name objects belonging to the same
category based on an inducing word.
SV Verbal Series Test : Determine the ability to retain sequenced
information with explicit verbal meaning.
The TAVI aims to evaluate the child's ability to attend to and
retain oral information.

Test 3- S aims to evaluate at a more complex level the ability to

verbally abstract common elements.

The CAT test- V aims to determine the ability to classify an

element within a given category and then evoke other elements
 belonging to the same category. gory of the inducing word.

The S test- V, evaluates the retention of more complex

information, established in series

It consists of 4 tests: 42 items

Structure TAVI Immediate Verbal Assimilation Test : composed of 10
immediate response questions
3-S Verbal Similarities Test : composed of 12 series of three
elements
Concept Nomination Test Grouped by Category CAT-V: :
composed of 10 categories
SV Verbal Series Test composed of 10 sentences

Correction The results are analyzed according to a quantitative criterion, the

child's responses are compared with the correction and the raw
scores are assigned, then considering the age, the information is
transferred to a table to obtain the T score. With this score you
can see what the averages are at your age and consider if you are
within the standards for your age or if you are within your
reference groups.
Tavi: 1 point for each correct answer with a maximum of 10 points
3-S, 2 points for similarity with a total of 24 points
CAVT-V a 1 for correct category with a total of 50 points;
SV, 2 points with a maximum of 20 points. The total or raw score
is added and compared to the T score.

Analysis This battery has been designed to expand the exploratory

diagnosis in children with learning difficulties, especially reading,
and its application is recommended within this context. The tests
in this battery have been designed to analyze the performance of
children with learning disorders in different verbal areas involved
in the reading learning process. It consists of 4 subtests that
evaluate different areas of psycholinguistic performance.
Psychopedagogical analysis and opinion: This battery allows
effective diagnosis in children with learning difficulties in different
verbal areas involved in the reading learning process. Its
increasing complexity allows flexibility in its application since the
entire battery or just some subs can be applied. Test. It is
recommended that some of the sub questions. Tests should be
contextualized or modernized to achieve a greater understanding
of the questions asked.
Test Name Instruction Following Test, Gates
Author Adaptation Roberto Careaga
Age - Course - 9 to 11 years. 4th basic. Intermediate stage
Application stage
General objective Assess reading comprehension to follow instructions
Structure The test is structured in three levels: 24 items
Level I: Simple Instructions, Items 1 to 10
Level II: Instructions with discriminated elements: Items 11 to 19
Level III: Complex instructions: Items 20 to 24

Level I: Simple instructions (Items 1 to 10)

At this level, instructions are presented with a basic order, in which
two objectives or figurative stimuli are related or a direct execution
is ordered. There being no distractions.

Level II: Instructions with discriminated elements: (Items 11 to 19):

At this level, instructions of a more complex level are presented.
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 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.

Correction This test basically allows a qualitative analysis. However, a

percentage analysis of the total performance and/or levels can
be done . For this type of analysis the following criteria can be
used:
0% - 40% = Poor. Just follow simple instructions.
41% - 50% = Unsatisfactory. It is handled at a very basic level of
understanding.
60% - 74% = Satisfactory. Understands and follows instructions
read.
75% - 100% = Good. Understands instructions adequately. Handles
a complex level of language.
Analysis It is a test that allows evaluating instrumental reading
 comprehension to follow instructions in children who have achieved
an optimal reading level. The booklet is given to the child and he or
she is asked to read and follow the instructions requested. The test
ends when the child has finished and/or when he decides that he
cannot continue.
Psychopedagogical analysis and opinion: the tests presented in this
test range in increasing level of complexity and allow reading
comprehension to be evaluated through following instructions. It is
easy to apply and does not require giving too many verbal
instructions, since the person evaluated must read them.
.

Test Name Test for Perception of Similarities and Differences, Faces Test.
Author LL Thurstone adaptation M. Yela
Age - Course - 6 years and older, especially at low levels of culture, even
Application stage illiterate. : From 6 years old to adulthood. Initial, intermediate,
advanced stage.
General objective Assess the ability to quickly and correctly perceive similarities and
differences and partially ordered stimulating patterns. Evaluates
the skills required to quickly perceive similarities and differences
with partially ordered stimulating patterns.
Structure This test consists of perceptual discrimination tests designed for
the subject to detect similarities or differences. It consists of 60
graphic elements, each of them is made up of three schematic
drawings of faces with mouths, eyes, eyebrows and hair
represented with elemental pieces. Two of the faces are the same
and the task is to determine which one is different and cross it out.
You have time: 3 minutes to develop the entire task.

Correction The direct score is the total number of correct answers, the
maximum is 60 points.
The direct score can be transformed into centile or typical scores
by using the comparison tables.
Analysis The Difference Perception Test (CARAS), which explores
attentional focusing and perceptual ability to discriminate
similarities and differences in partially ordered stimulus patterns,
in a sample of children aged 7 to 12 years. The child's task is to
locate the significant stimuli among a broader set of stimuli that
would act as distractors, which is why this technique is very useful
to detect dysfunctions in the visual selective attention mechanism.
Psychopedagogical Analysis and Opinion: This test allows the
evaluation of perceptive and attention skills. The simple, playful
nature of the elements makes the test very suitable for
populations with a low cultural level and, on the other hand, is too
elementary for medium-high cultural levels. The test has shown a
complex factorial composition that fundamentally includes
perceptual and spatial aspects.
We believe that this test has several advantages: one of its
characteristics is that it allows an approach to the detection of
attentional dysfunctions, a wide age range, the instructions are
simple and easy to understand, it is short and quick to apply given
that it lasts only 3 minutes, it can also be applied collectively
.
Test Name Kohs cubes
Author S. c. Kohs (1923)
Age - Course - 5 to 20 years; 1st to 4th year medium. Initial, intermediate and
Application stage advanced levels.
General objective Report on the ability to integrate graphic stimuli from a visual-
receptive-motor point of view. Analyze these stimuli and
synthesize them in volume
Structure It consists of 16 colored sheets that the child must reproduce with
the cubes
Correction Not standardized for Chile. There is a table that transforms the
raw score into mental age. When you manage to put together the
image in the allotted time, you are given points, which are
transformed into mental age. There is a suggestion by Dr.
Feldman that allows for correction and transforms the raw score
into mental age.
Manipulative test based on a series of cubes, through which the
Analysis 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.
Test Name Longeot tests
Author Adaptation: M. Chadwick-E. Orellana
Age - Course - 15 years and up. 1st year of secondary education. Advanced
Application stage stage.
General objective Evaluate the level of thinking in adolescents.
Objective by Test  Test of formal probability operations, TOFP: determine the
level of development of formal operations in relation to the
logic of probabilities or proportions.
 TOFC combinatorics formal operations test: determine the
level of development of formal operations in relation to
combinatorial logic.
 TOFLP Proposition Logic Formal Operations Test: Determine
the level of development of formal operations in relation to
proposition logic.
Structure It is made up of 3 subtests:
 Test of formal probability operations, TOFP:
o 10 problems: 4 of concrete structure
2 intermediate structure
4 formal structure
 TOFC combinatorics formal operations test:
o 6 problems: 2 concrete structure
3 formal structure
1 concrete and formal structure
 Test of formal operations of proposition logicT.OFLP:
o 6 concrete structure reasoning
7 formal structure reasoning
Correction Depending on the test, its correction will be:
 TOFLP, The test is still in its purely experimental form and the
interpretation of the results must be done with great caution.
One point is awarded for exact reasoning and one point for a
completely correct problem.
Exactly, with the two correct conclusions.
The first reasoning and the first problem, which serve as
examples, are not counted.
Maximum score: 11 points.
DEVELOPMENT LEVELS:
OPERATING STAGE POINT
0–5 Top 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.

 TOFC: Maximum score 7 points.

LEVEL OF DEVELOPMENT:
OPERATIVE STAGE POINTS

0-3 Concrete. The subject correctly solves

the three specific problems: 1, 2 and 3rd.
4–5 Lower formal or formal A. The subject
solves three concrete problems and one
formal problem or two concrete problems
and two formal problems.
6–7 Higher formal or Formal B. The subject
solves concrete and formal problems with
a systematic method.

 TOFP: Award one point for each correct problem. The

example problem is not considered in the total score. The total
score is obtained by adding the credited points. Maximum
score: 9 points.
DEVELOPMENT LEVELS:
OPERATIVE STAGE POINTS
0–3 Specific operative stage. The subject
has not solved any formal or pre-formal
problem.
4–5 Intermediate operative stage . The
subject has solved, in addition to the
concrete problems, a formal or pre-formal
one.
6–9 Formal operative stage . The
subject has solved the concrete problems, the two pre-formal and
at least one formal.
It is a set of mathematical tests that, through operations, allows us
Analysis to evaluate the operative stage in which the adolescent is,
depending on the result obtained in the different tests, the
interpretation will be
Test Name Verbal Skills Test for Adolescents
Author María de la Paz Bruner Achondo
Age - Course - Terminal students of basic education or initial secondary
Application stage education.
General objective Evaluate verbal skills in adolescents.
Objective by Test Verbal Seriation: Evaluate the successive ordering of words by a
predetermined criterion.
Categorization: Evaluate the classification of significant concepts
symbolized verbally.
Conceptualization: Assess the determination of the meaning of an
idea based on the examination of the context in which it is
inserted.
Induction: Evaluate the determination of a general conclusion from
particular facts

Structure It consists of 75 items, divided into 4 subtests, the first of which is

presented orally and the remaining three in written form.
Verbal Seriation (15)
Categorization (19)
Conceptualization (18)
Induction (23)

Correction This test has a quantitative assessment, with two criteria for its
correction:
For subtest 1, you will be assigned 2 points for each correct
answer, 1 point if you alter the order of the sequence and 0 points
if you omit any of the elements of the sequence.
For subtests 2, 3, 4, 1 point will be assigned for a correct answer
and 0 point if the answer is incorrect.
The results, in each case, will be associated with percentages.

The application of this instrument can be carried out individually or

Analysis in groups depending on the needs of young people in basic
education or initial secondary education, allowing us to evaluate
linguistic skills using different tests (oral and written), which once
reviewed will give us a result that will be taken to percentage.

Instrumental calculation area

Name Psychopedagogical Battery Evaluates 1-2-3-4-5-6-8-9-10
 Mathematical learning
Author Jesús García Vidal, Daniel González Manjón.
Age - Course - Evaluate 1 : end of the 1st year of basic education at the
Application stage beginning of the 2nd year of basic education.
Evaluate 2 : 2nd year of basic education.
Evaluate 3 : end of the 3rd year of basic education at the
beginning of the 4th year of basic education.
Evaluate 4 : 4th year of basic education.
Evaluate 5 : end of the 5th year of basic education at the
beginning of the 6th year of basic education.
Evaluate 6 : 6th basic education.
Evaluate 8 : 8th year of basic education.
Evaluate 9 : 1st and 2nd year of secondary education.
Evaluate 10 : 3rd and 4th year of secondary education

General objective Measure mastery of the instrumental area of mathematics.

Objective per subtest
Numeration and calculation: assess mastery of numeration
and arithmetic operations.
Calculation and numbering: measure mastery in numbering
and operations.
Problem solving: measure ability to solve arithmetic
problems.
Structure Evaluate 1: Numbering and calculation.
Evaluate 2-3-4-5-6-8-9-10:
Calculation and numbering - Problem solving
Correction The student's answers are compared with the existing answers in
the correction template, assigning 1 or 2 points for each correct
answer, and omissions and errors are also subtracted from the
score, according to the formula used for each task. To obtain the
direct score of the item, the partial scores of each task are added
and then placed in the percentile table with respect to the result.

Analysis Set of tests applied in a group or individually depending on

the need, allowing the evaluation of instrumental acquisition
in the area of mathematics through different tests (Calculus
and numbering, Problem solving) which, once reviewed, will
give us a result, the which will be compared with a scale
table that will indicate the child's location according to
standardized norms for a later interpretation

Test Name Pre Calculus Test

Author Neva Milicíc, Sandra Schmidt
4 to 7 years
Age - Course -
Application stage
General objective To evaluate the development of mathematical reasoning in
children between 4 and 7 years old, to detect possible learning
problems before starting formal education.

 Basic concepts: Evaluate mathematical language

Objective by Test  Visual perception: Evaluate visual perception
 Term-to-Term Correspondence: Evaluate the
correspondence
 Ordinal Numbers: Evaluate the 1st, 2nd, 3rd and last
concepts
 Reproduction of figures and sequences: Evaluate the
reproduction of simple figures, numbers, perceptual
patterns, letters and sequences.
 Recognition of geometric figures: Evaluate the recognition
of basic geometric shapes.
 Recognition and reproduction of numbers: Evaluate the
ability to identify, reproduce, within a series, the named
number and to perform simple operations.
 Cardinality: Assess the ability to recognize and draw given
numbers verbally or graphically.
 Arithmetic problem solving: Evaluate the ability to perform
simple addition and subtraction operations with numbers
from one to ten.
 Conservation: Evaluate the ability to judge whether two
collections of objects are the same or different with respect
to their number of elements.
Structure It is based on the estimation of 10 basic psychological functions,
related to mathematics learning, through 118 items. The functions
considered were:

1. Basic concepts, 24 items.

2. Visual perception, 20 items.
3. Term to Term Correspondence, 6 items.
4. Ordinal Numbers, 5 items.
5. Reproduction of figures and sequences, 25 items.
6. Recognition of geometric figures, 5 items.
7. Recognition and reproduction of numbers, 13 items.
8. Cardinality, 10 items.
9. Solution of arithmetic problems, 4 items.
10. Conservation, 6 items.
Correction One point is assigned for each correct answer and then a 0 is
added to those that are incorrect. The correct score is called the
raw score which is transformed into a T, Z score and percentiles
found in the tables of each manual.

Analysis Level of complexity: it is a test that consists of a large number of

 items, however its correction is quick and precise.
Feasibility of application: requires that the student has already
acquired the basic notions.
Group Psychopedagogical Opinion: it is a complete test that
provides preventive information about the risk that children may
present in the area of mathematics.

Test Name
Mathematical Knowledge Test
Author Benton Adaptation - Luria
Adaptation for Chile Mariana Chadwick and Mónica Fuentes.
Age - Course - Application Students from all basic education up to seventh grade, it
stage should be said that this test must be administered one year
 less than the student's current year.
General objective Evaluate the management of mathematical knowledge in basic
education children
Objective by Test  Assess the child's ability to understand numbers
presented orally and in writing (Symbolic Components
of Calculation), items 1, 2,3.

 Assess the child's ability to perform oral and written

calculations, items 4- 5.

 Assess the child's ability to count numerical series and

graphic elements, items 6- 7.

 Assess the child's capacity for mathematical reasoning

(Problem Solving), items 8
Structure Sub test 1: Quantitative Assessment of Visually Presented
Numbers.
Sub test 2: Writing Numbers from Dictation.
Sub test 3: Copy of Numbers.
Sub test 4: Oral calculation.
Sub test 5: Written Calculus
Subt est 6: Counting of Graphic Elements One by One and in
Groups.
Sub test 7: Counting Numerical Series.
Sub test 8: Problem Solving
Correction In test 1, 2, 3, 4, and 5, each item is assigned 1 point for a

correct answer and 0 for an incorrect answer.

In subtests 6 in the first and second items, 1 point for a correct

answer and 0 for an incorrect answer and from the third to
sixth items 2 points for a correct answer and zero for an
incorrect answer.
In subtest 7, each item is assigned 2 points for a correct and
complete answer, 1 point for a correct and incomplete answer,
and zero point for an incorrect or correct answer only up to
three consecutive numbers.
In subtest 8 the following is considered: 2 points for identifying
all the data, 1 point for recognizing some data and 0 point for
not recognizing data; 2 points for identifying the complete and
correct question, 1 point for half identifying the question and
zero point for not identifying the question; 2 points if the
strategy is correct and complete (all operations with their
numbers and in the proper order of resolution), 1 point if the
strategy is correct and incomplete and zero point if the strategy
is incorrect; 2 points if the operations are all correct, 1 point if
 some operations are correct and others are not and zero point
if none of the operations are correct; 2 points for a complete
correct answer, 1 point for a correct but incomplete answer
and zero point for an incorrect answer; No score is assigned in
the check.

The application of this instrument can be carried out

Analysis individually or in groups depending on the needs of students
from all basic education up to seventh grade, it is important to
say that this test must be applied one year less than the one
the student is in, allowing In this way, we know what state the
domain of mathematical knowledge is in by developing various
tests that provide increasing complexity depending on the
course in which the student is.

Test Name Calculation Assessment and Problem Solving

Author Nolfa Ibáñez Salgado
Age - Course - Application For children over 7 years old who have learning difficulties, 1st
stage to 4th grade.
General objective To evaluate the basic processes of calculation and problem
solving in children over seven years of age 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.
Objective by Test  Items VII and XIII: determine if the child has the appropriate
mental organization to solve simple oral problems that
involve the basic relationships of addition, subtraction,
multiplication and division at a concrete level.
 Items VII, X, XII and XIII: determine the understanding of
the meaning of the names of signs and symbols and their
graphic representation.
 Item XIII: determine if the child uses arithmetic operations
as a calculation instrument applied to problem solving.
 Items VII, X, XI: determine the management of arithmetic
operations at oral and written levels.
 Items I, II, III, IV, XII: determine knowledge of the numeral
series, at oral and written level, in the numerical scope of
the test.
 Items V, VI b: determine if the child possesses the concept
of value and applies it to numerals in the scope of the test.
 Items VI: determine the ability to serialize numerals orally.
 Items VII and IX: determine if the child correctly identifies
and names basic geometric signs and figures.
 Items X, XII: determine the ability to structure a
conventional arithmetic operation in writing, based on a
verbal instruction.
Structure 13 items independent of each other.
 Writing numerals to the copy.
 Reading numerals
 Identification of numerals
 Writing numerals by dictation
 Major - minor concept
 Serietion of numerals
 Oral Calculus
 Knowledge of signs in a numerical context
 Knowledge of geometric figures.
 Sort and add, order and subtract.
 Multiplication and division of 2 and 3 digits.
 Multiplication and division by dictation
 Problem resolution.
Correction The analysis is qualitative, it is carried out by item according to
the objective of each of them.
The indices offered by the child's responses should be
considered in relation to: comprehensive and expressive
language, capacity for analysis and synthesis, spatial
orientation, visual-motor coordination, reading and writing,
memory, and capacity for attention and concentration.
Analysis It consists of 13 items independent of each other, in order to
allow partial administration according to the child's schooling.
The numerical scope of the test ranges from 0 to tens of
thousands. It can be applied to children from 1st to 4th grade
who present learning difficulties individually or collectively
depending on the need. Its interpretation is qualitative. Simple
Application Test, although its execution time is long, its application can be
individual or collective, it allows partial administration according to the
student's education.

Test Name
Mathematical Knowledge Test
Author Benton Adaptation - Luria
Adaptation by Mariana Chadwick and Mónica Fuentes.
Age or Application Level From 1st to 7th Grade, 6 to 12 years.
General objective Evaluate the management of mathematical knowledge in basic
education children
Objective by Test -Evaluate the child's ability to understand numbers presented
orally and in writing (Symbolic Components of Calculation),
items 1, 2,3.
-Assess the child's ability to perform oral and written
calculations, items 4- 5.
 -Assess the child's ability to count numerical series and
graphic elements, items 6- 7.
-Evaluate the child's capacity for mathematical reasoning
(Problem Solving), items 8
Structure Sub test 1: Quantitative Assessment of Visually Presented
Numbers.
Sub test 2: Writing Numbers from Dictation.
Sub test 3: Copy of Numbers.
Sub test 4: Oral calculation.
Sub test 5: Written Calculus
Sub test 6: Counting Graphic Elements One by One and in
Groups.
Sub test 7: Counting Numerical Series.
Sub test 8: Problem Solving
Correction In test 1, 2, 3, 4, and 5, each item is assigned 1 point for a
correct answer and 0 for an incorrect answer.
In subtests 6 in the first and second items, 1 point for a correct
answer and 0 for an incorrect answer and from the third to
sixth items 2 points for a correct answer and zero for an
incorrect answer.
In subtest 7, each item is assigned 2 points for a correct and
complete answer, 1 point for a correct and incomplete answer,
and zero points for an incorrect or correct answer alone up to
three consecutive numbers.
In subtest 8 the following is considered: 2 points for identifying
all the data, 1 point for recognizing some data and 0 point for
not recognizing data; 2 points for identifying the correct
question, 1 point for half identifying the question and zero point
for not identifying the question; 2 points if the strategy is
correct and complete, 1 point if the strategy is correct and
incomplete and zero point if the strategy is incorrect; 2 points if
the operations are all correct, 1 point if some operations are
correct and others are not and zero point if none of the
operations are correct; 2 points for a complete correct answer,
1 point for a correct but incomplete answer and zero point for
an incorrect answer; No score is assigned in the check.

Simple application test, individual or collective, depending on

Analysis the needs of students throughout basic education, allows us to
handle various tests that provide increasing complexity.
Test Name
Mathematical Behavior Test
Author Ricardo Olea, Hernán Ahumada and Luz Elena Lebanon

Age or Application 7 to 12 years, 2nd to 5th year basic. Intermediate stage

Level
General objective Evaluate the aspects that are part of mathematical behavior,
considering levels of reasoning, ability to handle numerical symbols,
operate and use calculation within the strategy that involves problem
solving.
Objective by Test Series “A” Previous Notions:
Series “B” Knowledge of mathematical symbolization: evaluate what
the child learns based on systematic teaching, regarding elementary
mathematical symbolization (ciphering and sign-graphy).
Series “C” disposition for calculation and problem solving: appreciate
the child's ability to solve problems of diverse structure, show them in
writing, which involves the integration of learning provided by previous
notions and their symbolic representation
Structure  Series “A”: Previous Notions
1.- Conservation, Equivalence and Correspondence
2.- Conservation of Discontinuous Quantities
3.- Seriation
4.- Forecast
5.- Classification
6.- Inclusion of Classes
 Series “B”: Knowledge of Mathematical Symbolization
1.- Dictation of Numbers
2.- Reading Numbers
3.- Identification of Numbers
4.- Concept of Value
5.- Inverted Series
6.- Knowledge of Signs
7.- Knowledge of Geometric Figures and Bodies
 Series “C”: Provision for Calculation and Problem Resolution
1.- Distribution and Subtraction
2.- Resolution of Problems with Specific Elements and Associated with
Figures
3.- Problem Resolution (with or without graphic support)
4.- Resolution of Problems with Difficulty in the Statement
5.- Resolution of Abstract Problems
Correction For Serie “A” the Piagetian tables are used to define the stage (Pre-
operational, Intermediate, Operational)
For Series “B” and “C” the rating will be given as “GOOD” if everything
is correct, “FAIR” if there is a well-planned resolution scheme and
“BAD” if there is no resolution.
These grades will be assigned the following score:
GOOD: 4 Pts.
REGULAR: 2 Pts.
BAD: 0 Pts.
Transforming the final result to Percentile.
Simple application test, although it requires a lot of time to complete,
Analysis determines the level of mathematical behavior when faced with various
types of problems and exercises, its application is individual, its
analysis quantitative and qualitative.
Test Name
Mathematical Behavior Test
Author Ricardo Olea, Hernán Ahumada and Luz Elena Lebanon
Age or Application 7 to 12 years, 2nd to 5th grade. Intermediate stage
Level
General objective Evaluate the aspects that are part of mathematical behavior,
considering levels of reasoning, ability to handle numerical symbols,
operate and use calculation within the strategy that involves problem
solving.
Objective by Test Series “A” Previous Notions:
Series “B” Knowledge of mathematical symbolization: evaluate what
the child learns based on systematic teaching, regarding elementary
mathematical symbolization (ciphering and sign-graphy).
Series “C” disposition for calculation and problem solving: appreciate
the child's ability to solve problems of diverse structure, show them in
writing, which involves the integration of learning provided by previous
notions and their symbolic representation
Structure  Series “A”: Previous Notions
1.- Conservation, Equivalence and Correspondence
2.- Conservation of Discontinuous Quantities
3.- Seriation
4.- Forecast
5.- Classification
6.- Inclusion of Classes
  Series “B”: Knowledge of Mathematical Symbolization
1.- Dictation of Numbers
2.- Reading Numbers
3.- Identification of Numbers
4.- Concept of Value
5.- Inverted Series
6.- Knowledge of Signs
7.- Knowledge of Geometric Figures and Bodies
 Series “C”: Provision for Calculation and Problem Resolution
1.- Distribution and Subtraction
2.- Resolution of Problems with Specific Elements and Associated with
Figures
3.- Problem Resolution (with or without graphic support)
4.- Resolution of Problems with Difficulty in the Statement
5.- Resolution of Abstract Problems
Correction For Serie “A” the Piagetian tables are used to define the stage (Pre-
operational, Intermediate, Operational)
For Series “B” and “C” the rating will be given as “GOOD” if everything
is correct, “FAIR” if there is a well-planned resolution scheme and
“BAD” if there is no resolution.
These grades will be assigned the following score:
GOOD: 4 Pts.
REGULAR: 2 Pts.
BAD: 0 Pts.!Unexpected End of Formula
Transforming the final result to Percentile.
Simple application test, although it requires a lot of time to complete,
Analysis determines the level of mathematical behavior when faced with various
types of problems and exercises, its application is individual, its
analysis quantitative and qualitative.
 Basic Function Test
Name
Neva Milicic and Olga Berdicewski
Author
5 years 6 months to 7 years 6 months (last year of pre-basic)
Age - Course - Application
stage
Early diagnosis of reading and writing skills.
General objective Diagnosis of children who are at high risk of failing in the first
school year.
58 paper-pencil items to measure: visual-motor coordination,
Structure auditory discrimination and language

 Have a blackboard, chalk and eraser for examples.

Materials  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.

Analysis

Auditory discrimination test (Wepman)

Name
J. Wepman
Author

Age - Course - Application All level

stage
Assess auditory discrimination
General objective
It is made up of a set of 40 paired words where it must be
Structure determined through what is heard whether these words are the
same or different.

Materials Protocol and pencil

Analysis Quantitative, score is assigned for each correct answer

 Informal criteria to observe the level of readiness of the child to
Name
begin teaching writing
M. Condemarín, M. Chadwick: ”Creative and Formal Writing”,
Author ED. Andrés Bello, Santiago, 1996
Initial stage, during the literacy acquisition process.
Age - Course - Application
stage
Observe the child's level of readiness to begin teaching writing
General objective

Structure Lickert scale aimed at teachers and/or teachers, which

indicates the frequency with which the child registers certain
behavioral patterns that can be associated with the literacy
process.

Materials Protocol, pencil

Analysis Qualitative that refers to what would be the attitudes that could
help the process of reading and writing acquisition
Name WRITING TEST FOR 5 AND 6 YEAR OLD CHILDREN
Margarite Auzías
Author
Initial Stage, kindergarten to first grade
Age - Course - Application
stage
Set the quality of the child's copy
General objective
Consists of 4 Items
Structure 1) Review Letters : The model of the letters (b, ch, l, m, p, u,
y) is represented and the child is told: “Review each letter.”
No indications are given about the starting point in order to
detect possible mirror writing or the right-left direction.
When copying the letters, the hand used by the child is
noted.
2) Complete Letters : The scheme of the same letters is
presented, but with discontinuous lines and the child is told
to “complete each of these letters.”
3) Copy Letters : The complete letters are presented as they
appear on the model and the child is told “copy each of
these letters on this line.”
4) Copy a Sentence : The sentence “The child plays in the
yard” is presented in large cursive font and the child is
asked to copy it, taking the time it takes to do so.

Materials Protocol, paper and pencil.

Analysis By applying copy quality correction criteria, different levels of
development can be established.
1) Mock Writing: Failed attempt to reproduce the sentence
(illegible copy)
2) Semi-legible copy: Links and differentiated letters appear
 3) Legible Copy : The letters are identified by certain features
and the links are more elaborate.
4) Skilled Copy : The organization of writing corresponds to a
first-year child. The layout is firm, complete and legible.

Name Goodenough test

Florence Goodenough. 1926
Author
Initial and Intermediate Stage, between 3 and 10 years.
Age - Course - Application
stage
Identify and measure intelligence. CI. Through a drawing.
General objective
Structure This instrument consists of a drawing made by the child. It can
be applied individually or collectively, but each drawing must
be made by a single person.

Materials Paper, pencil, correction protocol

Analysis The correction is made based on established criteria that will
give us quantitative results: mental age, correct answers, IQ
score.
To make a general correction of the drawing, a list of 51
evaluable items proposed by Koppitz is enough. It must be
scored according to the legend that the author indicates,
strictly following the description and applying it to our drawing.
The presence of the elements will be scored, assigning each
one “one point”. If an element is not present it will be assigned
a 0. This way we will obtain a total score (PD). It is worth
saying that this total score is not interpretable at the moment,
the subsequent steps will make sense of it.
In addition to the quantitative information we will have to
organize all the valuable data of the drawing; everything that
attracts attention, conjectures, objective impressions,
 hypotheses, observations. They will be essential for the next
and final step: the interpretation of the results.

Name Registration of interests and attention

DOES NOT REGISTER
Author

Age - Course - Application Intermediate

stage
Know the perception of the significant adult regarding the
General objective child's tastes and interests
Structure This instrument is an interview that consists of 14 questions
that inform about children's interests.
Materials Protocol and pencil
Analysis Qualitative analysis, based on the child's interests, relating it to
the socio-affective area