Aplicación de la estadística de tendencias no centrales por parte de los docentes de educación inicial

Abstract

The development of this essay entitled "Application of statistics of non-central trends by teachers in early education", highlights the need for early education teachers to demonstrate their evaluation process applied to children, from the perspective of non-central trends, educational evaluation practice that requires that early education educators must support from the generation of statistical processes related to quartiles, deciles and percentiles, which must be supported from the information contained in the scientific analysis articles . In this context, the processes for assessing the achievements made by the students must be represented and statistically supported. Initial Education, due to its formative and socialization characteristics of the students, is not outside the valuation of achievements made by children, achievements that need to be represented statistically to validate the technical actions developed by teachers in the evaluation process of skills of Early Education students. At the methodological level it is pertinent that the Initial Education teachers validate their evaluation processes executed in order to determine the learning achievements achieved by the students. Validation that requires the integration of statistics in the assessment of children, such as the use of non-central tendency measures (quartiles, deciles or percentiles), to represent the achievements achieved at the level of tables or statistical graphs by the students, according to the learning rhythms.