19 de Enero de 2018
Portal Educativo de las Américas
 Imprima esta Página  Envie esta Página por Correo  Califique esta Página  Agregar a mis Contenidos  Página Principal 
¿Nuevo Usuario? - ¿Olvidó su Clave? - Usuario Registrado:     


Colección: La Educación
Número: (129-131) I,III
Año: 1998


The Boehm Test of Basic Language Concepts, Form A and Form B, 1971 Edition were used as pre-and post-tests of language ability. Reliability and validity data are reported for children at primary grade levels and for three socio-economic levels. Suggestions and directions for use of the tests with pre-school children, in this case, with four-year-olds, were provided.  All children were administered the pre-test, Form A, during the second week of February 1985, and the post-test, Form B, during the second week of May 1985. The pre and post-test comparisons were made for all groups in order to have a second measure on language ability and to evaluate any degree of maturation over the three-month period that may have occurred. The sub-categories of each form of the 50 question language concept test included 21 items related to space concepts, 15 related to quantity, 6 for time, and 8 questions related to the concepts of classification/seriation. Form A and Form B included items that involved parallel questions on each of the two forms. All testing was carried out by the two researchers for this study with some assistance in managing the test situation by the teachers in each of the classes.

The 10 Piagetian tasks were selected from Piaget Systematized by Gilbert Voyat (1982), a text which presents 150 Piagetian tasks with suggested protocols for administration and evaluative criteria for the measurement of performance levels. The basis upon which specific tasks were selected was the relevance for children at ages four and five as reported by Voyat, and their inclusion of the concepts of space, quantity, and classification/seriation. The code numbers and titles for the specific tasks are: 120 E7 Classification and Relative Size of Classes; 62 N18 Additive Composition of Classes; 5 G5 Conservation of Length; 50 N6 One-to-One Correspondence; 56 N12 Serial Correspondence; 59 N15 Seriation; 45 N1C Conservation of Substance; 48 N4 Conservation of Continuous Quantities; 16 G16 Conservation of Area; 8 G8 Locating a Point on a Plane. Tasks 1, 2, 5, and 6 were related to operational knowledge of classification/seriation; tasks 3, 9, and 10 to operational knowledge of space concepts; and tasks 4, 7, and 8 were related to concepts of quantity. All tasks were administered over a two-day period to all children at both day care centers by the two chief investigators. In order to ensure reliability in task administration, both researchers were present during the testing on the Piagetian tasks. The scoring for the child’s performance on each of the tasks followed the rating of 1 to 3 suggested by Voyat, that is, 1 for non-achievement, 2 for ambivalence, and 3 for achievement of the task with certainty.