Bibliographic citations
Cruz, M., Chahua, G. (2021). Evidencias psicométricas de la versión española del test de evaluación matemática temprana en niños de inicial del distrito de Surco [Universidad Marcelino Champagnat]. https://hdl.handle.net/20.500.14231/3380
Cruz, M., Chahua, G. Evidencias psicométricas de la versión española del test de evaluación matemática temprana en niños de inicial del distrito de Surco []. PE: Universidad Marcelino Champagnat; 2021. https://hdl.handle.net/20.500.14231/3380
@misc{renati/236510,
title = "Evidencias psicométricas de la versión española del test de evaluación matemática temprana en niños de inicial del distrito de Surco",
author = "Chahua Perez, Gabriela Magaly",
publisher = "Universidad Marcelino Champagnat",
year = "2021"
}
The overall objective of this research was to analyze the psychometric evidence of the Early Mathematical Assessment Test (TEMT) in children of 5-year-olds from public educational institutions in the Santiago de Surco district. This is a quantitative instrumental study, with a non-experimental, transversal design of exploratory type. We worked with a population of 365 children of both sexes, from public initial education schools in that district, to whom were applied the Early Mathematical Assessment Test (TEMT) in its Spanish version, developed by Navarro et al (2011). Evidence of content based validity was determined through the judgment of 8 experts, who evaluated the contents of the instrument and noted that the items are a representative sample of the criteria used to measure early mathematical skills, obtaining .85 as a result of the Aiken coefficient V. To obtain validity evidence based on the internal structure of the test, the exploratory factorial analysis was performed in which 8 sub dimensions grouped into two general dimensions have been obtained: relational and numerical, which corresponds to the original theoretical proposal of the instrument. In terms of reliability, a result of 0.9 was obtained for both, Cronbach α and KR20. These results show that the Early Mathematical Assessment Test (TEMT) can be used to measure early math skills. The percentiles corresponding to the general population were developed for the TEMT, because the population assessed does not follow a normal distribution and no evidence was found to show gender difference
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