TECHNICAL SHEET EVALUATION INSTRUMENT

Name of the Instrument Basic Functions Test

Author(s) Olga Berdicewski and Neva Milicic
Age Range Students who are going to enter the first basic year, whose
ages range between 5 years 6 months and 7 years 6 months.
Objective of the Instrument Predict reading and writing performance.
Results Percentiles and probability of performing well, average, and poorly in the
acquisition of reading and writing.
Areas evaluated Visuomotor coordination (items 1-16)
Auditory discrimination (items 17–44)
Language (items 45–58)
Tipo de Aplicación Individual and group (up to 8 students)
Materials Board for the examples.
Test protocol for each student.
Application manual for the examiner and the assistant.
Student registration sheet.
Pencil lead without eraser for each child and replacements.
Clock for time management.
For the auditory discrimination test, one must have
the following battery of elements:
Semi-full matchbox;
Plastic material gel pen;
A non-metallic button 2 centimeters in diameter;
A plastic comb, about 12 centimeters long.
long by 2 wide.
A glass jar (medicine) 2.5 centimeters tall and 1.5
centimeter in diameter;
A standard size metal teaspoon.
A $100 coin
A key 10 centimeters long by 2 centimeters wide
wide.
 MANUAL OF THE BASIC FUNCTIONS TEST.
GENERAL INSTRUCTIONS FOR THE EXAMINER.

This basic functions test predicts reading and writing performance on minors that will go to
enter the first basic year, whose ages range from 5.5 to 7.5 years. Therefore, it can be applied
at the end of the last year of Pre-Primary Education or at the beginning of the first basic year.
The PFB can be applied by any professional who has training related to the
test, taking care to limit the diagnosis exclusively for pedagogical purposes of the
Reading and Writing.
It is necessary to have an assistant in large-scale applications and that this assistant has a
training related to the Test.
The PFB, in order to be applied, must be previously known from a theoretical point of view as
practical. In this test, which is collective, it is recommended that the first application experiences
they are made individually, to familiarize oneself with the material. For mass application, the number
the ideal number of children is eight (8); however, in optimal physical conditions and with high-level children.
cultural, it is feasible to apply it to a group of thirty (30)

The physical conditions for ideal application are:

Good lighting in the room

Spacious space that allows seating children by means of seats.
Good acoustic conditions, controlling distracting external noises.
The ideal arrangement of the children is in a semicircle, two meters away from the examiner, to
maintain the same conditions for all subjects, especially in the sub-test of
auditory discrimination.
The fatigue factor is reduced with a break after the auditory discrimination test.

REQUIRED MATERIALS.
Have a blackboard, chalk, and eraser for the examples.
Testing protocol for each student.
Application manual for the examiner and the assistant.
Student registration sheet.
Pencil without eraser for each child and refills.
Clock for time management.
For the auditory discrimination test, the following battery of elements must be available:
Semi-filled matchbox;
Plastic material gel pen;
A non-metallic button with a diameter of 2 centimeters;
A comb made of plastic material, about 12 centimeters long and 2 centimeters wide.
A glass jar (remedy) 2.5 centimeters tall and 1.5 centimeters in diameter;
A standard size metal teaspoon.
A $100 coin
A key that is 10 centimeters long by 2 centimeters wide.
FUNCTIONS OF THE EXAMINER.
It is their responsibility to give instructions, motivate the children beforehand, and seat them in their places.
calm them down, record the children's personal data.
Relocate each child to their seat after recess so that they can continue answering the same.
booklet.
If the child needs to leave the room, they should only be allowed to do so in justified cases. The child will integrate.
then to the collective application responding to the term of this the items that were administered in your
absence.
In the application, it is important, aside from adhering strictly to what is indicated in the instructions of the
application protocol, control the tone of voice.
In general, the voice should be clear, even, and loud, ensuring that everyone understands the task to be done.
In auditory discrimination, in items 16 to 25, the tone of voice should be lowered when reading the word that the
child must identify, as it appears in the specific instructions of the test. It is recommended to give the
instructions slowly.
In the visuomotor coordination subtest, it is important to ensure that children do not change the
management booklet.

CORRECTION GUIDELINES FOR THE BASIC FUNCTIONS TEST.

All items are graded with one or zero points. In the subtest of auditory discrimination and
language, most of the items have only one correct alternative. In others, to obtain the
corresponding point, all the correct alternatives must be marked. If any is also marked
incorrect alternative, the answer is nullified considering it as zero points. Likewise, if marked
only some of the correct alternatives cancel the item. Below is detailed the way to
correct by items in the subtests.

1. - Visomotor Coordination.

The correction of the items in this part of the test is carried out as follows. A (-) is noted.
if the item is omitted. It is marked (1) if the item is correct and marked (0) if the item is incorrect.

1) The square, to be considered correct, must: have 4 equal sides, have four angles,
should not have any curved side and the size should not be less than half or more than one and a half of the
printed frame in the test.

2) The triangle, to be considered correct, must: have three angles, no broken sides, and the
size should be no less than half and no more than one and a half times the size of the triangle of the
test.

Item: ear. The ear, to be considered correct, must have a shape and size similar to the
model and an equidistant location.

4) Item: body. The drawn line must start at the neck and end at the tail (It doesn't matter that it
It should have curvatures.

5) The line between both crosses must be even. It should start at the intersection of one cross and
end at the intersection of the other cross.

6) The line between both crosses must be regular. It must start at the intersection of one cross and
finish at the intersection of the other cross.
The line between both crosses must be regular. It must start at the intersection of one cross and
end at the intersection of the other cross.

8) To be considered correct, this item must have the same number of points as the model.
with a margin of tolerance of one point more or one point less.
The points must at least be tangent. The distance between the points should not be less than
that half is not more than double that exists between the drawings of the model.

9) To be considered correct, this item must have the same number of points as the model.
with a tolerance margin of one point. The points must at least be tangent. The distance
between the points it should be neither less than half nor more than double the distance between the drawings
of the model.

10) The stroke should not touch the edges. The line should not break (it must be continuous)

11) The line should not touch the edges, nor should it be broken; it must be continuous.

12) 0 point: a) if it goes outside the borders and/or b) there is a lot of blank space when filling in. 1 point: a)
it does not go outside the edges and fills the entire ball.

13) 0 point: a) if it goes beyond the edges and/or b) there is a lot of blank space when filling in. 1 point: a)
it doesn't spill over the edges and fills the entire pear.

14) You must connect all the lines. Stay positive despite excluding one. If you omit connecting more than one, you ...
consider zero point.

15) This item is considered correct as long as no more than three crosses are left unconnected. The crosses
They must unite at the intersection of the points.

16) The item is considered correct as long as no more than three lines are left unconnected and the stroke is in
wave.

The points of visuomotor coordination are counted.

2. - Auditory Discrimination.
The correction of the items in this part of the test is carried out as follows. If the
A correct answer scores one point (1). If the answer is incorrect, zero points (0) are awarded. If it
omit, mark (-) If it is outside the correct alternative(s), marking another will nullify the answer.

Correct answers:
17) Casa 18) Gallina 19) Pelota 20) Bolsón 21) Manzana 22) Cama 23) Oveja 24) Llave 25) Caña 26)
Rata 27) Caja de Fósforos 28) Lápiz Bic 29) Botón 30) Llave 31) Moneda 32) Peineta 33) Frasquito
from Glass 34) Spoon
35) a) If the car is marked and the ring is worth 1 point.
b) if an incorrect alternative answer is given in addition to self and/or ring, the answer is canceled 0
period.
c) If only one correct alternative is answered, either car or ring, it is considered 0 points.
36) a) if ball and foot are answered, it is worth 1 point.
b) if any incorrect option is answered in addition to any of the correct ones, it is considered 0
point.
 c) if only ball or foot is answered (one correct alternative) it does not count (0 points)
37) a) if cat and motorcycle are answered, it is worth 1 point.
b) if any incorrect option is answered, in addition to any or all correct ones, it is canceled
response. 0 point.
c) answering only one of the correct alternatives, cat or motorcycle, does not give points. 0 points.
38) a) if heart, lemon, and airplane are answered, it is worth 1 point.
b) if any incorrect option is answered, in addition to any or all correct ones, it is nullified
response. 0 point.
c) answering one or two correct alternatives does not earn points.

Items 39 to 44 are corrected as follows:

a) if answered correctly, 1 point is awarded.

b) if answered incorrectly, 0 points will be recorded.
c) if omitted, it is noted (-)
d) if more than one alternative is answered, even if one of them is correct, it is annulled.
answer. 0 point.

39) Paloma 40) Cuchara 41) Elefante 42) Tren 43) Uña 44) Flor.

THE SCORE OF AUDITORY DISCRIMINATION IS RECORDED.

3.- LANGUAGE.

The items in this part of the test are corrected as follows. If answered
1 point is recorded for a correct answer. 0 points are recorded for an incorrect answer. If an answer is given a...
alternative, even if one is correct, the answer is nullified, 0 points. It is noted (-) if the item does not
is addressed.
45) Cohete 46) Zapato Viejo 47) El pájaro que está arriba en el árbol (alterativa a) 48) El cartero que
delivers the letter 49) Mouse 50) Umbrella 51) Money.

The items numbered 52 to 54 are corrected as follows. Only positive counts are considered.
when all the correct alternatives are answered. If any incorrect alternative is answered as well
From the correct ones, the answers are annulled. 0 points. If omitted, it is marked (-)
52) if frying pan and pot are answered, it is worth 1 point.
53) If you answer shoe and vest and pants, it's worth 1 point.
54) if pencil and notebook are answered, it is worth 1 point.

Starting from item 55, 1 point for each correct answer.

55) Bicicleta 56) Tenedor 57) Tortuga 58) Cuaderno

LANGUAGE SCORES ARE COUNTED

THE SCORES OF THE THREE SUBTESTS ARE ADDED UP.

For each subtest and in the total test, the score obtained is converted into the corresponding percentile.
in TABLES No. 1 to TABLE No. 4. With the scores obtained, it is also possible to estimate the
probability of success in Reading and Writing separately for both the first basic year and for
the second, See:
NORMS IN PERCENTILES BY SUB-TEST AND IN THE TOTAL TEST
Standards in Percentiles for the Norms Subtest in Percentile for the Language Subtest.
Visomotor Coordination.
Score Percentile Score Percentile
0 1 0 1
1 2 1 1
2 4 2 3
3 8 3 3
4 13 4 5
5 19 5 7
6 26 6 11
7 34 7 19
8 44 8 27
9 54 9 40
10 65 10 55
11 77 11 73
12 85 12 90
13 91 13 99
14 97 14 100
15 99
16 100

Percentile Norms for the Subtest of Percentile Norms for the Functions Test
Auditory Discrimination. Basics.
Scores Percentile Scores Percentile
0 1 0-6 0
1 2 7-9 1
2 2 10 - 11 2
3 3 12 - 13 3
4 5 14 4
5 7 15 - 16 6
6 9 17 8
7 12 18 9
8 16 19 11
9 18 20 12
10 22 21 13
11 27 22 15
12 34 23 16
13 42 24 19
14 49 25 21
15 59 26 23
16 68 27 25
17 73 28 29
18 80 29 32
19 86 30 36
20 90 31 41
21 96 32 46
22 97 33 50
23 98 34 55
24 99 35 59
25 100 36 62
26 100 37 67
27 100 38 71
28 100 39 75
40 79
 41 84
42 87
43 90
44 93
45 94
46 96
47- 48 98
49 - 51 99
52 - 58 100

PROBABILITY TABLES OF READING AND WRITING PERFORMANCE

IN FIRST AND SECOND GRADE.

FIRST BASIC YEAR READING

Starting from the Score of the SubTest VISOMOTOR COORDINATION

Score Good Regular Deficient

0 - 4 12 38 50
5 - 8 37 35 28
9 - 12 67 22 11
13 - 16 78 13 9

Based on the Score of the SubTest AUDITORY DISCRIMINATION

Score Good Regular Deficient

0-7 14 29 57
8-14 42 29 29
15–21 57 28 15
22 - 28 89 11 0

From the scores of the SubTest LANGUAGE

Score Good Regular Deficient

0–4 0 41 59
5–9 38 32 30
10–14 57 32 11

Based on the TOTAL SCORE OF THE PFB

Score Good Regular Deficient

0–18 0 31 69
19 - 29 33 31 36
30 - 41 57 28 15
42 o + 91 9 0
FIRST YEAR WRITING

Starting from the score of the SubTest VISUAL-MOTOR COORDINATION

Score Good Regular Deficient

0-4 9 47 44
5-8 38 38 24
9 - 12 63 25 12
13 - 16 74 26 0

Starting from the Score of the SubTest AUDITORY DISCRIMINATION

Score Good Regular Deficient

0-7 14 43 43
8 - 14 38 32 30
15–21 55 31 14
22 - 28 83 17 0

Starting from the Score of the SubTestLANGUAGE

Score Good Regular Deficient

0-4 0 41 59
5-9 38 32 30
10 - 14 57 32 11

Starting from the TOTAL PFB Score

Score Good Regular Deficient

0–18 0 31 69
19 - 29 29 33 37
30 - 41 52 34 14
42 o + 85 12 3

SECOND YEAR BASIC READING

Starting from the score of the SubTest VISOMOTOR COORDINATION

Score Good Regular Deficient

0–4 20 27 53
5-8 40 40 20
9 - 12 51 39 10
13 - 16 100 0 0

Starting from the Score of the SubTest AUDITORY DISCRIMINATION

Score Good Regular Deficient

0-8 29 42 29
9 - 14 38 45 16
15 - 20 49 31 20
21 - 28 86 14 0
Starting from the Score of the LANGUAGE SubTest

Score Good Regular Deficient

0-4 20 20 60
5-9 41 31 28
10 - 14 49 37 14

Starting from the TOTAL PFB Score.

Score Good Regular Deficient

0 - 18 20 20 60
19 - 30 24 45 31
31 - 42 52 37 11
43 o + 100 0 0

SECOND GRADE WRITING

Starting from the score of the SubTest VISOMOTOR COORDINATION

Score Good Regular Deficient

0-4 29 29 42
5-8 44 29 27
9 - 12 57 26 17
13 - 16 100 0 0

Starting from the Score of the SubTest AUDITORY DISCRIMINATION

Score Good Regular Deficient

0-8 43 14 43
9 - 14 41 35 24
15 - 20 54 25 21
21 - 28 86 0 14

From the score of the SubTestLANGUAGE

Score Well Regular Deficient

0-4 40 0 60
5-9 44 28 28
10 - 14 50 20 30

Starting from the TOTAL PFB Score

Score Good Regular Deficient

0 - 18 40 20 40
19 -30 24 30 46
31 - 42 56 29 15
43 o + 100 0 0
 PFB APPLICATION FORM.

Escuela:.....................................................................Curso:..........................................

Fecha:..............................................Examinador:..........................................................

Nº .de Niños Total:.........................Hombres:...........................Mujeres:........................

SubTest Start Time: End Time:

Visomotor Coordination

Auditory Discrimination

Language

Total Time: ...............Minutes

Observations:................................................................................................................

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 PROTOCOL OF BASIC FUNCTION TEST
Nombre:.....................................................................Sexo:.....................Fecha:...........
Fecha Nacimiento:..............................................Edad:...................Años....................
Meses....................días…………Colegio:......................................................................
Examinador:.......................................................Ocupación de la Madre:....................
The Father:

Test Score Percentile

Visomotor Coordination

Auditory Discrimination

Language

Total PFB Score.

INTERPRETATION OF PERCENTILE

Test Under the Subject About the Subject

Visomotor Coordination

Auditory Discrimination

Language

Total PFB Score.

PREDICTION BASED ON EXPECTATION TABLES FOR FIRST

BASIC YEAR.

READING AREA

Test Good Regular Deficient

Visomotor Coordination

Auditory Discrimination

Language

Total PFB Score.

 Writing Area

Test Good Regular Deficient

Visomotor Coordination

Auditory Discrimination

Language

Total PFB Score.

PREDICTION BASED ON EXPECTATION TABLES FOR

SECOND BASIC YEAR.

READING AREA

Test Good Regular Deficient

Visomotor Coordination

Auditory Discrimination

Language

Total PFB Score.

Writing Area

Test Good Regular Deficient

Visomotor Coordination

Auditory Discrimination

Language

Total PFB Score.

The results in percentiles and the data from the expectations tables,
they suggest the following indications:

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