Bhatia's battery of performance test of intelligence

INTRODUCTION

Bhatia’s Battery of Performance Tests of Intelligence, popularly known as Bhatia’s intelligence test or
Bhatia’s battery is one of the popular intelligence tests in the Indian subcontinent. The battery of tests
consists of 5 subtests. viz Kohs’ Block Design (BD), Alexander’s Pass-along (PA), Pattern Drawing (PD),
Picture Construction (PC) and Immediate Memory (IM) Tests. The battery is standardized on Indian boys
in 1950s for ages between 11 to 16 years. The battery yields the overall Intelligence Quotient (IQ) based
on all the 5 subtests and Performance Quotient (PQ) based on the 4 performance tests (BD, PA, PD and
PC). The test’s IQ as well as PQ range is relatively restricted and range between 69 to 131 [1]. It is
probably one of the pioneer tests of IQ that dealt mainly with performance subtests/items.

AIM:

To assess the Intelligence Level of the subject by means of Performance using Bhatia’s Battery
of Performance Test of Intelligence.
MATERIALS REQUIRED:

❖ Bhatia’s Battery of Performance Test of Intelligence consisting of Koh’s Block Design

test, Alexander’s Pass along test, Pattern drawing test, Immediate memory for digits and
Picture Construction test
❖ Manual
❖ Stop Clock
❖ Recording Sheets
❖ Few Plain Sheets

DESCRIPTION OF THE MATERIALS:

Bhatia’s Battery of Performance Test of Intelligence is constructed by C.M Bhatia to assess the
intelligence of Indian Population. The test comprises of five subtests which are as follows

❖ Koh’s Block Design Test

This test consists of 16 blocks, the surfaces of which are painted as one side red, one side
blue, one side yellow, one side white, one side partially red and white and the sixth side
partially blue and yellow. The subtest includes 10 designed cards.
❖ Alexander Passalong Test
This consists of 4 trays of different sizes painted red and blue on 2 sides. It also has
construction blocks of different shapes and colours and includes 8 designed cards.

❖ Pattern Drawing Test

This test consists of 8 patterns of increasing difficulty from the first to the 8th card
❖ Immediate Memory for Digits [Direct and Indirect/Reversed]

This test consists of 3 sets of numbers ranging from 2-9 for direct reproduction and 3-6 for
reverse reproduction.

❖ Picture Construction Test

This test consists of 5 graded subtests. Each subtest uses 2,4,6,8 and 12 pieces to form a
picture.
PROCEDURE:
GENERAL INSTRUCTIONS TO THE EXPERIMENTER
❖ The Participant should be seated comfortably in a well illuminated room
❖ Note the particulars of the subject as required in the Scoring Sheet.
❖ Note whether the subject is literate or illiterate
❖ Record the time carefully
❖ Establish rapport to obtain Confidence of the subject
❖ Talk in subject’s own dialect but stick to the Procedure of the test Strictly
❖ Request the participant’s co operation to carry out the Experiment
INSTRUCTIONS FOR TEST ADMINISTRATION
Koh’s Block Design Test (Test No.1)
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● When a failure occurs in one of the patterns, demonstrate this, but do not let the subject try
this pattern again. Pass on to the next. Stop when failure is recorded in two successive
designs.
● Watch the subject while he is drawing. If he repeats a line or lifts his pencil, remind him of
the conditions. Ask him to commence after proper thought. If he makes a drawing wrong,
cross it out and ask him to start fresh. Encourage him to try as many times as he likes within
the time limit before you record a failure in a particular pattern.
● Try out the patterns yourself first. You will be able to see the device. Solutions other than
those given are also possible and should be familiar to you.
Immediate Memory for Digits (a) Direct (Test No.4)
● Immediate memory too has a close relation with mental development of general
intelligence.
● Numbers are used to test the memory
● Give the instructions to the subject:
● I will say some numbers. Listen attentively. Repeat it after I have finished. Listen’’
● Start with two numbers. This is merely to give practice to the subject. Read out distinctly
and with even intonation. Proceed with more numbers till failure is recorded. Under each
head we have given three alternative sets of numbers. If failure is recorded in the first set,
try the second and the third alternative sets. If failure is recorded in all the three alternatives,
a final failure is recorded and stopped. Do not proceed with the series any more.
Immediate Memory for Digits (b) indirect/Reversed (Test No.4)
● The instructions in this part are:
Whatever I say you must say backwards. If I say “2-4” you have to say “4-2”. Explain this
reversal process clearly to the subject, if necessary using another set of two digits as a
second example.
● Proceed up the series till failure is recorded. Failure means a failure in all the three
alternatives of a particular set.
Instructions for Picture Construction Test (Test No.5)

● When a failure occurs in one of the patterns, demonstrate this, but do not let the subject try
this pattern again. Pass on to the next. Stop when failure is recorded in two successive
designs.
● Watch the subject while he is drawing. If he repeats a line or lifts his pencil, remind him of
the conditions. Ask him to commence after proper thought. If he makes a drawing wrong,
cross it out and ask him to start fresh. Encourage him to try as many times as he likes within
the time limit before you record a failure in a particular pattern.
● Try out the patterns yourself first. You will be able to see the device. Solutions other than
those given are also possible and should be familiar to you.
Immediate Memory for Digits (a) Direct (Test No.4)
● Immediate memory too has a close relation with mental development of general
intelligence.
● Numbers are used to test the memory
● Give the instructions to the subject:
● I will say some numbers. Listen attentively. Repeat it after I have finished. Listen’’
● Start with two numbers. This is merely to give practice to the subject. Read out distinctly
and with even intonation. Proceed with more numbers till failure is recorded. Under each
head we have given three alternative sets of numbers. If failure is recorded in the first set,
try the second and the third alternative sets. If failure is recorded in all the three alternatives,
a final failure is recorded and stopped. Do not proceed with the series any more.
Immediate Memory for Digits (b) indirect/Reversed (Test No.4)
● The instructions in this part are:
Whatever I say you must say backwards. If I say “2-4” you have to say “4-2”. Explain this
reversal process clearly to the subject, if necessary using another set of two digits as a
second example.
● Proceed up the series till failure is recorded. Failure means a failure in all the three
alternatives of a particular set.
Instructions for Picture Construction Test (Test No.5)
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● This is the fifth and the last test of the battery.

● This is a comparatively easy test for the age-group 11 to 16 years and has been purposely
put in to enable some of the inferior children to score appreciably.
● The test consists of five graded sub-tests.
● The general instructions will be:
● ‘Here are a number of pieces (specify 2, 4, 6, 8, 12 as the case may be) of a picture. Put the
pieces together to form the picture.
● Start with the 1st sub-test. Most of the children will be able to do this themselves without
your aid. In any case demonstrate and explain clearly what is to be done. This first subtest
is only to give practice and to let the subject understand clearly what is wanted of him.
● Pass on then to the 2nd (picture divided into four parts), 3rd (picture divided into six parts),
4th (picture divided into eight parts), and 5th, the last (picture divided into twelve parts.)
● Follow the usual procedure, i.e.
a) If failure occurs in a sub-test, demonstrate and then pass on to the next.
b) Stop with two successive failures.
● If the subject is able to pass the first three sub-test then in the fourth and fifth sub-tests, in
case of failure, record not only failure but the number of pieces the subject was able to fit
in correctly within the time limit, i.e., for example 6 out of 8 or 7 in case of the fourth sub-
test and 6 out of 12, or 9 out of 12 etc., in case of the fifth sub-test.
● The time limit is 2 minutes each for sub-tests 1 to 3 and 3 minutes each for sub-tests no.
(s) 4 and 5. Record both the time taken by the subject and failure or success.
● The pieces of the sub-test must be presented before the child in the pile in the serial order
that he has been marked at the back of the pieces. Of course the picture sides of the pieces
will be exposed to the child. The numbers at the back are only to guide the examiner in
placing the pieces in the desired standard order initially before the child.
The above has two exceptions. In the sub-test No.1, put the two pieces side by side. In sub-
test 5 put the pieces in two piles. In one pile, put pieces 1 to 6, and in the second, by its side,
pieces 7 to 12. Pieces 1 and 7 will thus appear before the subject on top side by side to give him
the initial correct start.

● You can find out the solutions of the sub-tests easily yourself but they are given below to
make you perfectly sure about them. Make yourself familiar with the solution before you
give the test.

Solutions for Sub-test 2

1
2
4
3
Solution for Sub-test 3
4
1
3
6
5
2

Solution for Sub-test 4

7
5
4
8
3
1
6
2

Solution for Sub-test 3

12
9
6
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One mark each for the number of digits or sounds in the maximum correct reversed
reproduction. [Maximum possible Score – 6]
Picture Construction Test [Maximum possible Score – 15]
Picture 1 to 3, and for each of them- 2 marks for success within a minute.
1 mark for success between 1 minute and 2 minutes
0 mark for a failure or success after the time limit.
Pictures 4 and 5, and for each of them.
3 marks for success within a minute.
2 marks for success between 1 minute and 2 minutes (but excluding 2 mins).
1 mark for success between 2 and 3 minutes.
0 mark for a failure or success after the time limit.
For pictures 4 and 5, however, credit in addition to that earned according to the above schedule is
to be given as under:
For picture 4: 1 mark, provided that at least 6 of the 8 parts have been correctly put within the
time
limit.
For picture 5: 2 marks provided that at least 9 of the 12 parts have been correctly put together,
and
1 mark provided that at least 6 of the 12 parts have been correctly put together, both within the
time limit.
The total raw score is converted into IQ score using the norms given in the manual. The IQ
scores
are interpreted using the IQ classification table.
Time
The total time taken in the administration of the battery to an individual is rather less than an
hour.

One mark each for the number of digits or sounds in the maximum correct reversed
reproduction. [Maximum possible Score – 6]
Picture Construction Test [Maximum possible Score – 15]
Picture 1 to 3, and for each of them- 2 marks for success within a minute.
1 mark for success between 1 minute and 2 minutes
0 mark for a failure or success after the time limit.
Pictures 4 and 5, and for each of them.
3 marks for success within a minute.
2 marks for success between 1 minute and 2 minutes (but excluding 2 mins).
1 mark for success between 2 and 3 minutes.
0 mark for a failure or success after the time limit.
For pictures 4 and 5, however, credit in addition to that earned according to the above schedule is
to be given as under:
For picture 4: 1 mark, provided that at least 6 of the 8 parts have been correctly put within the
time
limit.
For picture 5: 2 marks provided that at least 9 of the 12 parts have been correctly put together,
and
1 mark provided that at least 6 of the 12 parts have been correctly put together, both within the
time limit.
The total raw score is converted into IQ score using the norms given in the manual. The IQ
scores
are interpreted using the IQ classification table.
Time
The total time taken in the administration of the battery to an individual is rather less than an
hour.

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RESULT:
Table I shows Individual data for Koh’s Block Design Test, Alexander Passalong Test, Pattern
Drawing Test, Immediate Memory for Digits [Direct and Indirect] and Picture Construction Test
in Bhatia’s Battery of Performance Test of Intelligence.
Table II shows Group Data for Bhatia’s Battery of Performance Test of Intelligence.
GENERAL DISCUSSION:
Bhatia’s battery of intelligence was designed by Dr. C.M. Bhatia, former director of Uttar
Pradesh
Manovigyanshala, constructed this test for Indian Population in 1955. This test does not have any
language constraints and hence it can be used for both literates and illiterates but cannot be used
with
mentally challenged persons. This test is used for individuals above the age of 11 years.
This test battery contains of five Sub –Tests:
● Koh’s Block Design
● Alexander Pass along
● Pattern Drawing Test
● Immediate Memory Test
● Picture Construction Test

Koh’s Block Design Test:

10 types of tests out of the Koh’s Block Design Test have been included in the battery. There is
one
card on every subject upon which is depicted a colour design. The Subject or the examinee sees
design and makes a similar one out of the block as shown in the figure below. These designs
become
correspondingly more complex, having been simple at the start.
Alexander Pass Along Test:
The Bhatia battery also includes the Alexander Pass Along Test; there are some blocks inside a
box.
The subject is asked to shift the coloured pieces in an open box and place them with a similar
design.
Pattern Drawing Test:
This test has been developed by Dr. Bhatia himself. In this there are eight cards on each of which
there is a particular form. The subject draws a particular pattern after seeing this form without
lifting
the pencil and not drawing over the same line. This becomes harders correspondingly.

Immediate Memory Test:

Digits are recited, which are immediately repeated by the subject. This activity throws some light
on
the immediate memory of the subject. The number of digits are increased each 3 trials until there
are
9 digits.
Picture Construction Test:
In this sub-test, there are five subjects, in which pictures relating to Indian rural life are
fragmented
into 2, 4, 6, 8 and 12 pieces respectively. At one time, Pieces of a picture are placed before the
subject who puts them in order and constructs the picture.

➔ Standardization of 05 subtests was done for over 4 years in village & cities
➔ in place of cross cultural settings.
➔ Split Half Reliability: .55
➔ Validity: .77
➔ Correlation with other intelligence tests is: .67-.82
➔ Total Maximum time: 1 hour.
➔ Total Maximum score: 95
Reliability:
With regard to the reliability, 2 tests are standardized tests (Koh’s block design test &
Alexander
Passalong test) whose reliability is usually accepted to be satisfactory. The Memory test, even
with
its adaptation for illiterates, is not essentially different from the usual memory tests. The addition
of 2
new tests-Pattern drawing & amp; Picture construction appears to have done nothing to detract
from
the reliability of the battery on the whole.

Validity:
In regard to the Binet test, it was found that Bhatia’s battery correlates to the extent of maximum
multiple correlation. Rm=0.614, but not completely. In Koh’s Block design, the individual has to
think abstractly, analyze and synthesize, so that he can form the pattern showing to him with the
blocks given.

Intelligence
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Spearman’s two factor theory:
Spearman's two-factor theory proposes that intelligence has two components: general
intelligence
("g") and specific ability ("s"). To explain the differences in performance on different tasks,
Spearman hypothesized that the "s" component was specific to a certain aspect of intelligence.
Multifactor theory:
E.L .Thorndike opposed Sternberg’s theory of general intelligence and propagated the
multifactor
theory or atomistic theory of intelligence. According to his multifactor theory of intelligence , he
proposed that an individual's intelligence is a combination of numerous separate elements or
factors,
each one being a minute element of one’s ability.

Theory of Multiple Intelligences

One of the more recent ideas to emerge is Howard Gardner's theory of multiple intelligences.
Gardner proposed that the traditional idea of intelligence, based on IQ testing, did not fully and
accurately depict a person's abilities. His theory proposed eight different intelligences based on
skills
and abilities that are valued in different cultures:
• Linguistic - sensitivity to language and words
• Logical/Mathematical - having good understanding of mathematical skills
• Spatial - ability to understand visio-spatial relationships and spacing
• Bodily-Kinesthetic- The ability to control your body movements an handle objects
skillfully
• Musical - The ability to produce and appreciate rhythm, and timbre
• Interpersonal - The capacity to detect and respond appropriatel the moods, motivations,
and desires
of others
• Intrapersonal - The capacity to be self-aware and in tune with feelings, values, beliefs, and
thinking
processes
• Naturalist - The ability to recognize and categorize animal, plants, and other objects in
nature

Performance tests
Performance test is a test requiring little or no use of language, hence making them culture
appropriate.
Such tests are administered to elicit manual or non verbal response from the subject rather than
verbal
Spearman’s two factor theory:
Spearman's two-factor theory proposes that intelligence has two components: general
intelligence
("g") and specific ability ("s"). To explain the differences in performance on different tasks,
Spearman hypothesized that the "s" component was specific to a certain aspect of intelligence.
Multifactor theory:
E.L .Thorndike opposed Sternberg’s theory of general intelligence and propagated the
multifactor
theory or atomistic theory of intelligence. According to his multifactor theory of intelligence , he
proposed that an individual's intelligence is a combination of numerous separate elements or
factors,
each one being a minute element of one’s ability.

Theory of Multiple Intelligences

One of the more recent ideas to emerge is Howard Gardner's theory of multiple intelligences.
Gardner proposed that the traditional idea of intelligence, based on IQ testing, did not fully and
accurately depict a person's abilities. His theory proposed eight different intelligences based on
skills
and abilities that are valued in different cultures:
• Linguistic - sensitivity to language and words
• Logical/Mathematical - having good understanding of mathematical skills
• Spatial - ability to understand visio-spatial relationships and spacing
• Bodily-Kinesthetic- The ability to control your body movements an handle objects
skillfully
• Musical - The ability to produce and appreciate rhythm, and timbre
• Interpersonal - The capacity to detect and respond appropriatel the moods, motivations,
and desires
of others
• Intrapersonal - The capacity to be self-aware and in tune with feelings, values, beliefs, and
thinking
processes
• Naturalist - The ability to recognize and categorize animal, plants, and other objects in
nature

Performance tests
Performance test is a test requiring little or no use of language, hence making them culture
appropriate.
Such tests are administered to elicit manual or non verbal response from the subject rather than
verbal
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ones, hence checking only the non verbal skills of the subject. Such performance tests can be
used on
childrens and adults of any ethnicity and language with near to zero deviation.
Characteristics and application of Performance tests
• A performance test is an assessment that requires an examinee to actually perform a task or
activity,
rather than simply answering questions referring to specific parts. The purpose is to ensure
greater
fidelity to what is being tested. They are particularly used in the assessment of nonverbal aspects
of
behaviour such as motor performance.
• An example is a behind-the-wheel driving test to obtain a driver's license. Rather than only
answering
simple multiple-choice items regarding the driving of an automobile, a student is required to
actually
drive one while being evaluated.
• Performance tests are commonly used in workplace and professional applications, such as
professional
certification and licensure. When used for personnel selection, the tests might be referred to as a
work
sample. A licensure example would be cosmetologists being required to demonstrate a
haircut or
manicure on a live person. The Group-Bourdon test is one of a number of psychometric tests
which
trainee train drivers in the UK are required to pass.

According to the rate of performance, psychological tests are often classified as

1. Speed tests
These are usually timed and the scoring will be done with regards to how fast the given
task is
completed by the subject. This examines the speed of responding to the subject. Example - Koh’s
Block
test
2. Power tests - In this type of test, the subject is given enough time to respond to all
the questions,
and the questions are arranged in an ascending order of difficulty. These types of tests are taken
to
gauge the knowledge of the subject. The scoring for power tests depends on the number of
questions
answered, and answered correctly. Eg. - Raven’s Progressive Matrices.

Performance tests are usually used in the workplace and or organisations for professional
application
and certification liek licensure. Apart from this, such performance tests can also be used for early
detection of MR in kids as they have no age bar.

Individual test:
These are conducted to one individual at a time and can be administered to the age group of 2 -
18
years of age. The child may for instance fit a board with depression on some geometrical forms
or
arragnge in ascending or descending order.
E.g Koh’s block test, revised tests by Terman, Wechsler performance Test etc.
Individual performance tests have the drawback of taking a long period. Their validity is also
called
into doubt because transient response sets or work habits could play a significant effect in
determining
score. Habits that are rewarded on one test may result in a bad score or high scores on another.

Group test :
These can be administered toa group of people at the same time. These are more useful because
they
cover a wide range of subjects in schools, industry, the military, and the general public. These
are
reliable and have good predictive validity under favourable administering settings, and
may be
compared favourably to individual tests.

Advantages of performance tests:

(i) These are generally useful for measuring specific abilities, but particularly useful for testing
some
category of persons. These include deaf persons, those who are educationally backward, and
those who
are discouraged in verbal talks due to school failures.
(ii) These are highly useful in vocational and educational guidance.
(iii) For the study of pre-school children, who have not begun reading and writing these are only
suitable tests.
(iv) These are useful for clinical purposes, for testing neurotics and mentally defective (or feeble-
minded).
(v) These are useful for adults over 30, who have lost interest in numbers and words.
(vi) Performance tests are culture-free. No verbal test can boast of having no relation with the
linguistic
cultural background of the nation. That is why verbal tests in English prepared in the U.K. will
not suit
Indian children. The mention of tennis, spoon, fork, omnibus and such other words in the verbal
tests
may not evoke proper response from Indian students, because they may not be familiar with
these
things.
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● Concept Mastery Test - Form T
● Culture Fair Intelligence Test
● Dominion Group Tests of Learning Capacity
● General Ability Index (GAI)
● General Ability Measure for Adults (GAMA)
● Henmon Nelson Tests of Mental Ability
● Kaufman Brief Intelligence Test (K-BIT)
● Kaufman Adolescent and Adult Intelligence Test
● Kaufman Functional Academic Skills Test
● Kaufman Survey of Early Academic and Language Skills
● Kaufman Test of Education Achievement (K-TEA)
● Leiter Adult Intelligence Scale
● Leiter International Performance Scale
● Leiter International Performance Scale-Revised (Leiter-R)
● Lorge Thorndike Intelligence Test
● Multidimensional Aptitude Battery
● Otis Self-Administering Tests of Mental Ability
● Peabody Picture Vocabulary Test
● Raven’s Advanced Progressive Matrices
● Raven Coloured Progressive Matrices
● Raven's Progressive Matrices
● Raven’s Progressive Matrices and Vocabulary Scales
● Reynolds Intellectual Assessment Scales
● Reynolds Intellectual Screening Test
● Shipley Institute of Living Scale
● Slosson Intelligence Test
● Stanford-Binet IQ test
● Test of Nonverbal Intelligence (TONI, TONI-2, TONI-3)
● Thurstone Primary Mental Abilities Test
● Thurstone Test of Mental Alertness
● Universal Nonverbal Intelligence Test

● Concept Mastery Test - Form T

● Culture Fair Intelligence Test
● Dominion Group Tests of Learning Capacity
● General Ability Index (GAI)
● General Ability Measure for Adults (GAMA)
● Henmon Nelson Tests of Mental Ability
● Kaufman Brief Intelligence Test (K-BIT)
● Kaufman Adolescent and Adult Intelligence Test
● Kaufman Functional Academic Skills Test
● Kaufman Survey of Early Academic and Language Skills
● Kaufman Test of Education Achievement (K-TEA)
● Leiter Adult Intelligence Scale
● Leiter International Performance Scale
● Leiter International Performance Scale-Revised (Leiter-R)
● Lorge Thorndike Intelligence Test
● Multidimensional Aptitude Battery
● Otis Self-Administering Tests of Mental Ability
● Peabody Picture Vocabulary Test
● Raven’s Advanced Progressive Matrices
● Raven Coloured Progressive Matrices
● Raven's Progressive Matrices
● Raven’s Progressive Matrices and Vocabulary Scales
● Reynolds Intellectual Assessment Scales
● Reynolds Intellectual Screening Test
● Shipley Institute of Living Scale
● Slosson Intelligence Test
● Stanford-Binet IQ test
● Test of Nonverbal Intelligence (TONI, TONI-2, TONI-3)
● Thurstone Primary Mental Abilities Test
● Thurstone Test of Mental Alertness
● Universal Nonverbal Intelligence Test
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