Standardization of the EGMA Instrument for the evaluation of mathematics in the initial levels of Basic Education

Abstract

The assessment of the early mathematics skills is the key for the intervention. In this regard, it is needed to count with a reliable instrument which allows the detection to create the supported plan required and give an answer to the specific needs of the students. The objective of this work is to standardize the assessment instrument EGMA, for students from the 1st grade to 3rd grade. This tool assess early mathematical essential knowledge and gives a prediction about later outcomes through the use of tasks related to identification and numerical discrimination, missing number, addition, subtraction and word problems. A sample of 289 students was analyzed in the Bio-Bio region, Chile. This assessment instrument EGMA show the appropriate indicators of intern consistency. It was reported descriptive statistics and the scales of the analyzed sample.