• “Trust in the lord with all your

heart, and lean not on your

understanding:
In all your ways acknowledge
him,
And he will make your paths
straight”
Standardized tools
INTELLIGENCE
• Refers to the abilities involved in learning
and adaptive behavior
• Intelligence tests
▫ Designed to measure a person’s general
mental abilities
• Exactly what makes up intelligence is a
matter of debate
INTELLIGENCE TESTS
• Individual intelligence tests.

• Group Intelligence Tests 

INDIVIDUAL INTELLIGENCE TESTS

• The stanford Binet Intelligence scale.

• SB5
• Weschler Intelligence Scale
• Other Intelligence Scales
THE STANFORD-BINET INTELLIGENCE SCALE

• Binet-Simon scale
▫ First test of intelligence, developed to identify
children who might have difficulty in school
▫ Binet developed the concept of mental age in
children
• Stanford-Binet scale
▫ L. M. Terman’s adaptation of the Binet-Simon
scale
▫ Terman introduced the I.Q. score
▫ A score of 100 is considered average
Purpose of the test
• help determine the level of intellectual and
cognitive functioning in preschoolers, children,
adolescents and adults, and assist in the 
diagnosis of a learning disability,
developmental delay, mental retardation , or
giftedness.
Precautions to the test
1. Not being comparable for all age ranges
2. No longer thought that IQ remains
constant
3. Administration and interpretation of
results of the Stanford-Binet Intelligence
Scale requires a competent examiner
ring a child's development
Description
• between 45 to 90 minutes, but can take as long
as two hours, 30 minutes.
• comprised of four cognitive area scores which
together determine the composite score and
factor scores:
▫ Verbal reasoning
▫ Abstract/visual reasoning
▫ Quantitative reasoning
▫ Short-term memory
• The Verbal Reasoning area score
Measures verbal knowledge and understanding
obtained from the school and home learning
environment and reflects the ability to apply verbal
skills to new situations.

• The Abstract/Visual Reasoning area score

1. ability to interpret and perform mathematic
operations,
2. the ability to visualize patterns,
3. visual/motor skills
4. problem-solving skills through the use of
reasoning.
• The Quantitative Reasoning area score
 Numerical reasoning, concentration, and
knowledge and application of numerical
concepts.
 The Quantitative Reasoning area is combined
with the Abstract/Visual Reasoning area score
to create an Abstract/Visual Reasoning Factor
Score.
• The Short-Term Memory score
 Measures concentration skills, short-term
memory, and sequencing skills.
Results
• Average score on the Stanford-Binet test is 100.

•IQ = MA/CA *100

STANFORD-BINET INTELLIGENCE
SCALES, FIFTH EDITION (SB5)
• PURPOSE:  An individually administered
assessment of intelligence and cognitive abilities

• RANGE: Age 2 to 90+ years

• ADMINISTRATION TIME:
 varies, approximately 5 minutes per subtest
Features
• The SB5 is appropriate for a broad range of 2 to
90+ years, providing one assessment for all ages.
It provides comprehensive coverage of five
factors of cognitive ability:
1. Fluid Reasoning
2. Knowledge
3. Quantitative Processing
4. Visual-Spatial Processing
5. Working Memory
Uses
• Clinical and neuropsychological assessment

• Early childhood assessment

• Psycho-educational evaluations for special

education placements

• Adult workers compensation evaluations

• Providing information for interventions such as
career assessment, industrial selection, and
adult neuropsychological treatment

• A variety of forensic contexts

• Research on abilities and aptitudes

The Wechsler Intelligence Scales
• The Wechsler Adult Intelligence Scale -
Revised (WAIS-R),

• the Wechsler Intelligence Scale for

Children-Third Edition (WISC-III),

• the Wechsler Preschool and Primary

Scale of Intelligence - Revised (WPPSI-R).
The Wechsler Adult Intelligence Scale - Revised (WAIS-R)

• used to determine vocational ability, to assess

adult intellectual ability in the classroom, and
to determine organic deficits.

• The WAIS-R was revised in 1981

• The 11 subtests of the WAIS-R include :
information, digit span, vocabulary,
arithmetic, comprehension, similarities,
picture completion, picture arrangement,
block design, object assembly, and digit
symbol
Wechsler Intelligence Scale for
Children, Third Edition
• same categories of subtests as the WAIS-R.

• The test is designed for children ages 6 to 16

• Symbol search and mazes

1. The verbal section
2. The performance section
Wechsler Preschool and Primary
Scale of Intelligence-Revised
• released in1989.

• assess the intelligence of children ages 3 through

7years, 3 months.

• The test is divided into six verbal and five

performance subtests.
• The eleven sub tests are presented in the
following order: information, animal house
and animal house retest, vocabulary,
picture completion, arithmetic, mazes,
geometric design, similarities, block design,
comprehension, and sentences.

• As with the other Wechsler tests, the

average score is 100, and children are
compared against the performance of other
children their age.
CONSTRUCTION OF THE TEST

VERBAL
• Picture arrangement
• Digit symbol
• Object assembly
• Block design
• Picture completion
PERFORMANCE

• Vocabulary
• Digit span
• Similarities
•  Arithmetic
• Comprehension
• Information
OTHER TESTS FOR INTELLIGENCE

• Woodcock-Johnson III Tests of Cognitive

Abilities 
• Cognitive Assessment System (CAS
• Comprehensive Test of Nonverbal
Intelligence (CTONI)
• Universal Nonverbal Intelligence Test
(UNIT)
• Kaufman Assessment Battery for Children
(KABC)
GROUP TESTS
▫ Intelligence tests that can be given to large groups
▫ Advantages
 Quick scoring
 No examiner bias
 Easier to establish norms
▫ Disadvantages
 Less likely to detect someone who is ill or
confused
 Might make people nervous
 Learning disabled children often perform worse
• Examples of group tests are:

1. Multidimensional Aptitude Battery

2. The Cognitive Abilities test 

3. Scholastic Assessment Tests

COGNITIVE ABILITIES TEST (COGAT)

• Verbal Battery

• Quantitative Battery

• Non-Verbal Battery
Verbal battery

• Verbal Classification
The student is given a list of three words that are
alike in some way. The student is asked to choose
a word, from a selection of five words, that is also
alike in the same way
Example: green  blue  red.
Choices: color; crayon, paint, yellow, rainbow.
• Sentence Completion
Example: Apples___ on trees.
Choices: fall; grow; show; bloom; spread
QUANTITATIVE BATTERY

The student is given two problems numbered

one and two with three answer choices. The
student is to solve the two problems and
determine if the answer is greater, less than, or
equal to.
• Example: 1.  0+3    2.  3+0   
Choices: a) 1 is greater than 2; b) 1 is less than
2; c) 1 is equal to 2.
• Number Series
The student is given a series of numbers and is
asked to decide which number should come next in
the series.
Example: 5; 10; 15; 20
Choices: 25; 30; 35; 40; 45.
• Equation Building
The student is given numbers and signs. The
student is asked to combine the numbers and signs
to get a solution that is an answer choice.
Example: 1 2 3 - x 
Choices: 1; 2; 3; 4; 6.
NON-VERBAL BATTERY

• The items on these tests use only geometric

shapes and figures that have had little direct
relationship to formal school instruction. The
tests require no reading
• Figure Classification
The student is given three figures that are alike in
some way. They are given three answer choices
and five pictures to choose from. They are asked
to decide which figure goes best with the three
answer choices.
Example: The student is given three items that
are odd shaped but each one has 4 sides and is
black. 
Choices: a black circle; a black triangle; a 4
sided white object; a black 4 sided object; six-
sided white object.
• Figure Analogies
The student is given three figures. The first two
figures go together; the third figure goes with
one of the answer choices.
Example: The first two figures are a large
square that goes together with a small square.
The second pair is to go together the same way
that the first two figures go together. For the
second pair you are given a large circle. 
Choices: a small triangle; a large circle; a
small square; a small circle; and a large
rectangle.
• Figure Analysis
The student is shown how a square piece of dark paper is
folded and where holes are punched in it. The student is to
figure out how the paper will look when it is unfolded.
Example: If a dark piece of paper is folded in the center
from top to bottom and a hole is punched in the bottom
right hand corner, what will the piece of paper look like
when it is unfolded? 
Choices: A) one hole in the bottom right hand corner; B)
one hole in the bottom right hand corner and one in the top
right hand corner; C) one hole in the top right hand corner;
D) one hole in the bottom right hand corner and one in the
bottom left hand corner; E) one hole in the bottom right
hand corner and one in the top left hand corner.
The Multidimensional Aptitude
Battery-II
• (MAB-II) assesses aptitudes and intelligence.
• It yields a profile of ten subtest scores, and
scores for Verbal, Performance and Full Scale.
• Scores can be expressed as standard scores,
percentiles, or IQ's.
• The MAB-II assesses 10 distinct domains of
human intellectual functioning, grouped into
two (2) broader categories, as follows:

Verbal: Information, Comprehension,

Arithmetic, Similarities, Vocabulary
Performance: Digit Symbol, Picture
Completion, Spatial, Picture Arrangement,
Object Assembly
SAT REASONING TEST
 (FORMERLY SCHOLASTIC APTITUDE
TEST AND SCHOLASTIC ASSESSMENT TEST

Section
• Writing
• Mathematics
• Critical Reading
Mental Retardation
Level of IQ Range
Retardation
Mild Low 50s-70s

Moderate Mid 30s-low 50s

Severe Low 20s-mid 30s

Profound Below 20 or 25
TESTS OF APTITUDE
MEANING
• derived from the word aptos which
means fitted for.
CLASSIFICATION OF APTITUDE TESTS
• Academic aptitude tests
• Vocational aptitude tests.
• Multifactor aptitude tests.
OTHER APTITUDE TESTS

• THE A.H.5
• BASIC BUSINESS COMPUTATIONS
• APTITUDE FOR REASONABLE
ACTION
• THE A.C.E.R.
• NUMERICAL REASONING
• VERBAL REASONING
• ADMINISTRATIVE, DECISION
MAKING & LEADERSHIP SKILLS
• SPATIAL REASONING
• Art aptitude tests
• Clerical Aptitude tests
• Manual Aptitude tests
• Mechanical Aptitude tests
• Medical Aptitude tests
• Scholastic Aptitude Tests
• Scientific Aptitude Tests
• Teachers Aptitude Tests
USE OF APTITUDE TEST
•  Instructional

• Administrative

• Guidance
1) Three views of the same cube are shown
above. Which symbol is opposite the X?
2) Which of the cubes shown could be made from the pattern?
TESTS OF INTERESTS
Purposes.
• To improve vocational selection in various
jobs.
• To provide vocation, keeping into
consideration the individuals future
success
Types
• STRONG VOCATIONAL INTEREST
BLANK (SVIB)

• KUNDER INTEREST TEST

• CAREER INTEREST TEST

ACHIEVEMENT TESTS
• Designed to determine the degree of knowledge
and proficiency exhibited by an individual in a
specific area or set of areas.

• It serves as a tool to measure current knowledge

levels for the purpose of placing students in an
educational environment where they have the
chance to advance at a pace that is suitable for
their abilities
Examples
• Scholastic Assessment Test (SAT)
• Graduate Record Exam (GRE),
• Law School Admissions Test (LSAT)
• Medical College Admissions Test
(MCAT)
• California Achievement Test (CAT)
CALIFORNIA ACHIEVEMENT TESTS
 

USE
• tests the basic academic skills for children from
kindergarten through grade 12.

PURPOSE
• determine a child's readiness for promotion to a
more advanced grade level.
Description

• introduced in 1950.
• available in six different forms:
1. CAT Multiple Assessments
2. CAT Plus:
3. CAT Survey
4. CAT Basic Battery
5. CAT Complete Battery
6. CAT Basic Multiple Assessments
WECHSLER INDIVIDUAL ACHIEVEMENT TEST

AGE GROUP
• targeting a wide age-range of people
(children,adolescents, college students, and
adults, age 4 through 85).
SUB-TESTS
• Reading
• Math
• Written Language
• Oral Language
Fifth Grade Achievement
Test Review
Language Arts
Directions
• Read each section and choose the
letter for the correct answer.
1. Which answer is written correctly?

A. Last night, we heard a loud noise outside. We

ran into the back yard. Saw that a tree had fallen.
B. Last night, we heard a loud noise outside. We
ran into the back yard and saw that a tree had
fallen.
C. Last night. We heard a loud noise outside. We
ran into the back yard. And saw that a tree had
fallen.
D. Last night we heard a loud noise outside, we
ran into the back yard, we saw that a tree had
fallen.
1. Which answer is written correctly?

A. Last night, we heard a loud noise outside. We ran

into the back yard. Saw that a tree had fallen.
 B. Last night, we heard a loud noise
outside. We ran into the back yard and saw
that a tree had fallen.
C. Last night. We heard a loud noise outside. We
ran into the back yard. And saw that a tree had
fallen.
D. Last night we heard a loud noise outside, we ran
into the back yard, we saw that a tree had fallen.
2. Choose the sentence that is correctly written and is not a fragment or run-on.

A. We have sold forty tickets, to

next week's play.
B. We have sold. Next week's play.
C. We have sold forty tickets; next
week's play.
D. We have sold forty tickets to next
week's play.
2. Choose the sentence that is correctly written and is not a fragment or run-on.

A. We have sold forty tickets, to

next week's play.
B. We have sold. Next week's play.
C. We have sold forty tickets; next
week's play.
 D. We have sold forty
tickets to next week's play.
3. Which answer is written correctly?
A. In December. We are flying to
Rome for vacation. It should be a
wonderful trip.
B. In December we are flying to
Rome for vacation it should be a
wonderful trip.
C. In December we are flying, to
Rome for vacation, it should be a
wonderful trip.
D. In December, we are flying to
Rome for vacation. It should be a
wonderful trip.
3. Which answer is written correctly?
A. In December. We are flying to
Rome for vacation. It should be a
wonderful trip.
B. In December we are flying to
Rome for vacation it should be a
wonderful trip.
C. In December we are flying, to
Rome for vacation, it should be a
wonderful trip.
 D. In December, we are flying
to Rome for vacation. It should
be a wonderful trip.
4. Choose the sentence which is worded the
best.

A. Sheila can quickly clean her

bedroom.
B. Quickly Sheila can clean her
bedroom.
C. Sheila quickly can clean her
bedroom.
D. Sheila can clean quickly her
 4. Choose the sentence which is worded the
best.
 A. Sheila can quickly clean her
bedroom.
B. Quickly Sheila can clean her bedroom.
C. Sheila quickly can clean her bedroom.
D. Sheila can clean quickly her bedroom.
5. Choose the sentence which is worded
the best.
A. The dog barks loudly when someone rings
the doorbell.
B. Loudly the dog barks when someone rings
the doorbell.
C. The loudly dog barks when someone rings
the doorbell.
D. The dog barks when loudly someone rings
the doorbell.
5. Choose the sentence which is worded
the best.
 A. The dog barks loudly when
someone rings the doorbell.
B. Loudly the dog barks when someone rings
the doorbell.
C. The loudly dog barks when someone rings
the doorbell.
D. The dog barks when loudly someone rings
the doorbell.
6. Choose the sentence which is worded the
best.
A. Cold and refreshing juice drinks
have become very popular.
B. Juice drinks have become very
popular, cold and refreshing.
C. Juice drinks have become, cold
and refreshing, very popular.
D. Juice drinks, cold and refreshing,
have become very popular.
6. Choose the sentence which is worded the
best.
 A. Cold and refreshing juice
drinks have become very popular.
B. Juice drinks have become very
popular, cold and refreshing.
C. Juice drinks have become, cold
and refreshing, very popular.
D. Juice drinks, cold and refreshing,
have become very popular.
TESTS OF PERSONALITY
 

Definition
• The word personality is derived from the Latin
word ‘Persona’ which means to speak through .

• how one appears to other” not at all one actually

• Personality may be defined as a person’

cognitive, affective or behavioural tendencies.
ASSESSMENT OF PERSONALITY
• INTERVIEW :

• OBSERVATION:

• BEHAVIOURAL ASSESSMENT

• PERSONALITY INVENTORIES

• SITUATIONAL TESTS:

• PROJECTIVE TESTS
 PROJECTIVE TESTS

RORSCHACH INK BLOT TEST :

• developed by Humann Rorschach consisting

of ten pictures.
• Each ink blot design is printed on a separate
card and it is unique in its form, colour,Shading
and white space. Five of the blots are in
black and grey. Two are red in color and
three are multi colored .
CARD I
• it can provide clues about how subjects
tackle a new and stressful task.
CARD II
• Responses to them can provide indications
about how a subject is likely to manage
feelings of anger or physical harm.
• This card can induce a variety of sexual
responses
CARD III
• may provide information about how the
subject relates with other people
(specifically, response latency may reveal
struggling social interactions).
CARD IV
• This serves to elicit a sense of authority.
The human or animal content seen in the
card is almost invariably classified as male
rather than female, and the qualities
expressed by the subject may indicate
attitudes toward men and authority.
Because of this Card IV is often called
"The Father Card".
CARD V
CARD VI
• Often elicits association related to
interpersonal closeness; it is specifically a
"sex card", its likely sexual percepts being
reported more frequently than in any
other card, even though other cards have a
greater variety of commonly seen sexual
contents.
CARD VII
• Associated with femininity (the human
figures commonly seeing in it being
described as women or children), and
function as a "mother card", where
difficulties in responding may be related to
concerns with the female figures in the
subject's life.
CARD VIII
• Similar to card V, it represents a "change
of pace"; however, the card introduces
new elaboration difficulties, being
complex and the first multi-colored card
in the set. Therefore, people who find
processing complex situations or
emotional stimuli distressing or difficult
may be uncomfortable with this card.
CARD IX
• Having difficulty with processing this card
may indicate trouble dealing with
unstructured data,
CARD X
• Being the last card, it may provide an
opportunity for the subject to "sign out" by
indicating what they feel their situation is
like, or what they desire to know.
THEMATIC APPERCEPTION TEST
• test developed by H.A. Murray and his
associates .
• Client forms a story based on ambiguous pictures
• It consists of 20 ambiguous drawings on card ,
picturing one or more human figure against a
dark background .
• The pictures consist of human figures engaged in
various activities or situations. Some of them
definitely suggest a family or social situations-
people obviously reacting to one another .
The young boy hated the violin so much that
even its silence was too loud for him.
He pressed his fingers into his ears.
CHILDREN’S APPERCEPTION TEST
• Blackey Test

• Symond’s picture story Test

• Picture Frustration Test

WORD ASSOCIATION TEST
• uses a list of words which are significant
into the sense of being related to certain
emotions and impulses like anger, fear sex
,etc.
• Each word is spoken to the person and the
person is asked to tell an associated word
that comes to his or her mind .
• The reaction is also recorded and taken
into account.

• After completing the presentation of all

the words in the list, the words, reaction
time and words produced by the subject
are analyzed in order to understand his
personality .
SENTENCE COMPLETION TEST

• The subject is allowed to complete the

sentence way he likes
 103

FUN

Personality
Tests
 104

Personality Test I)
1- Think on the first three animals which you
like most. Write them all (Do not think too long.
Just write down which comes 1st to your mind as
your favorite animal).

▫ The first one should be the one which

you like most. The 2nd one your 2nd
favorite animal….
 105

Personality Test I) cont.

NOWWWW…

2- Describe each animal on your list with at

least three adjectives (attributes,
characteristics).
 106

Ready to hear the answers???

 108

FUN??? Personality Test II)

1- Put the following 5 animals in the order of your preference.

Cow
Tiger
Sheep
Horse
Pig
 109

Ready to hear the answers?????

 110

This will define your priorities in your life.

Cow signifies CAREER

Tiger signifies PRIDE
Sheep signifies LOVE
Horse signifies FAMILY
Pig signifies MONEY
 111
PERSONALITY TEST II) (cont.)

2- Write one (or 2) word(s) (attribute, adjective)

that describes each one of the following:

Dog:……………………..
Cat:……………………...
Rat:………………………
Coffee:…………………..
Sea:………………………
 112

Ready to hear the answers?????

 113

• Your description of dog implies your own

personality.

• Your description of cat implies the personality of

your partner.

• Your description of rat implies the personality of

your enemies.

• Your description of coffee is how you interpret sex.

• Your description of the sea implies your own life.

 114
PERSONALITY TEST (cont.)

3- Think of someone (who also knows you

and is important to you) that you can relate
to the following colors (do not repeat your
answer twice. Name just one person for each
color.) Yellow
Orange
Red
White
Green
 115

Ready to hear the answers?????

 116

Yellow: Someone you will never forget.

Orange Someone you consider your true
friend

Red Someone that you really

love
White Your twin soul

Green Someone that you will

remember for the rest of your
life (due to past –good or bad-
 PSYCHOMETRIC ASSESSMENT

• Definition
Psychometrics is the field of study
concerned with the theory and technique
of educational and psychological
measurement, which includes the
measurement of knowledge
(achievement), abilities, attitudes, and
personality traits.
AREAS WHERE PSYCHOMETRICS ASSESSMENT CAN BE USED ARE:

• Personality Profiling of an
individual/student/professional
• Pre selection assessment for all the levels.
• Pre and post training need and assessment
back up.
• Career development and career planning
• Pre and post promotion activities and
planning.
• Stress Management.
• Aptitude assessment before skill up-
gradation / multiple role assignment.
• Organizational culture development
exercises.
• For identifying management and leadership
potential, and to develop excellence in team
working.
• For building-up team and organizational
culture.
• To make organization emotionally mature,
creative and learning oriented.
TESTS OFFERED BY MAXCELLENCE FOR
PSYCHOMETRIC ASSESSMENT
• 16 PF Test
• FIRO-Element B
• FIRO- Element B: (Team analysis)
• E Q Test
• GPPI
• MBTI
• Ability test
• Leadership Scale
• Psychometric assessments typically
fall into two categories

1. Aptitude tests

2. Personality inventories
•THANK YOU