Application of Psychological Tests in Education Counselling

Applications of Psychological Test
in Education and Counselling
BY: SHWETA GUPTA

ENROLLMENT NO.: 21SAHS2010008
YEAR: 1st
SEMESTER: II
PROGRAM: M.A. Applied Psychology
BRANCH: School of Liberal Education
COURSE: Psychological Measurement and Testing
COURSE CODE: PSY5023
SUBMITTED TO: Ambrien Ahmed
Psychological Test
 A Psychological test is a standardized measure of a sample of a person's.
behaviour that is used to measure the individual differences that exist among
people.
 A psychological test can be qualitative or quantitative.
 A quantitative test is all about objectivity and group behaviour. It doesn't
concern the individual thoughts of participants, forsaking the context around
the user action. These tests are helpful in identifying areas where things go
wrong, but don't help us understand why that is.
 A qualitative test uses user experience, seeking to understand even the smaller
details. It looks at the individual expectations and feelings of participants,
creating a more defined image of what the final user actually wants.
Features of psychological test
1. Test is an organized succession of stimuli. That is, stimuli (here, items) in
the test are organized in a sequence & based upon some principles of
test.
2. Both qualitative & quantitative measurements are possible through
psychological & educational tests.
3. Psychological test is based on a limited sample of behavior & totality of
the individual’s behavior.
4. Psychological tests usually provides scores or categories which are
subsequently interpreted with references to a standardization sample.
Characteristics of Good Psychological Test
1. Objectivity: The test should be free from subjective—judgement

regarding the ability, skill, knowledge, trait or potentiality to be measured
and evaluated.
2. Reliability: This refers to the extent to which they obtained results are
consistent or reliable. When the test is administered on the same sample
for more than once with a reasonable gap of time, a reliable test will yield
same scores. It means the test is trustworthy. There are many methods of
testing reliability of a test.
3.Validity: It refers to extent to which the test measures what it intends to
measure. For example, when an intelligent test is developed to assess the
level of intelligence, it should assess the intelligence of the person, not
other factors. Validity explains us whether the test fulfils the objective of
its development. There are many methods to assess validity of a test.
1.
4. Norms: Norms refer to the average performance of a representative sample on
a given test. It gives a picture of average standard of a particular sample in a
particular aspect. Norms are the standard scores, developed by the person who
develops test. The future users of the test can compare their scores with norms
to know the level of their sample.
5. Practicability: The test must be practicable in- time required for completion,
the length, number of items or questions, scoring, etc. The test should not be
too lengthy and difficult to answer as well as scoring.
Need for psychological test:
 Identifies weaknesses and strength

 Supports individualized lesson plans
 Enables placement decisions
 Monitors progress Identifying disabilities
 Helping the administrative and academic works
 Vocational ability
Uses of Psychological Test
 Selection or placement
 Diagnosis
 Accountability evaluations
 Judging progress and following trends
 Self‐ discovery
 Educational settings for children
Uses of psychological tests in
educational settings for children
 For children, academic achievement, ability psychological tests may be
used as tools in school placement, in determining the presence of a
learning disability or a developmental delay in identifying giftedness, or
in tracking intellectual development.
 It may also be used with teens and young adults to determine vocational
ability (e.g., in career counselling).
 Tests are administered for a wide variety of reasons, from diagnosing
psychopathology (e.g., personality disorder, depressive disorder) to
screening job candidates.
 They may be used in an educational setting to determine personality
strengths and weaknesses.
Types of psychological tests
 Psychological tests for education counselling can be categorized as measures of

typical behaviour (often non cognitive measures) and tests of maximal
performance (often cognitive tests).
 Measure of typical performance is usually used to illicit data on the personality,
attitudes, values, opinions, interests, intelligence, behaviour of an individual to
the construct or issue of concern. Because tests of typical performance involves
noncognitive performance, they are therefore, regarded as non tests or
measures. Examples of measures of typical behaviour or performance (non
cognitive tests) are attitude test, interest test, personality test and intelligence
test.
 Tests of maximum performance on the other hand, allow the testees
to respond to the items as possible as they can or to the best of their
knowledge. The instruction during the testing is “do your best” or
“obtain the highest possible score”. It is observed that items of tests of
maximum performance usually have definite correct answers” and the
score obtained by individual on the test is the addition of the “correct
answers” he/she selected or given. Some of the examples of tests of
maximum performance (i.e. cognitive tests) include achievement test,
aptitude test and ability test. (Monday,2000)
Types of Measure of typical performance or Non Cognitive tests
1. Attitude Test: Attitude refers to the manner in which a person reacts to issues or
challenges or tasks. Attitude Test, according to Monday (2000) is a kind of scale de
signed to capture the typical or habitual response of an individual to certain issues
or persons. A student’s attitude towards a particular school subject will to a large
extent determine the student’s performance or learning outcomes in that very
subject.
2. Personality Test: Personality may be regarded as the cognitive and noncognitive
traits of an individual. According to Anastasi and Urbina (2005), personality test is
generally concerned with the affective or non intellectual aspects of behaviour.
Personality test is designed to measure the personality characteristics of traits or
people such as interest, emotion, self feeling, interpersonal relationship etc. Some
of the t concept, attitude, techniques used to test or measure personality include
self check–- reports, observational techniques, sociometric inventories, rating
scales,, personality questionnaire, free association tests, the Minnesota Multiphasic
Personality Inventory (MMPI) etc .
3. Intelligence Test: Intelligence could be seen as a person’s mental ability to
think abstractly, process decoded messages, make sense in issues, adjust and adapt
to new experiences and situation. Intelligence test is used to measure general
mental function or ability of an individual. Intelligence is usually measured using
Intelligent Quotient (IQ) : IQ= MA/CA*100. Where, 1Q represent Intelligent
Quotient, M A represent Mental Age and CA represent Chronological Age.
Types of Cognitive Test (Tests of
Maximum Performance)
1. Achievement test: achievement, is used to indicate the degree of success
attained in some general or specific area within the school context.
Achievement test are a procedure or measuring instrument, usually a paper
and pencil test, used to measure students’ progress toward curricular goals,
knowledge or skills usually acquired through classroom Achievement test is
usually in paper and instruction. pencil form, and it can be used to
determine how much students have learned, mastered or achieved after
they have been exposed to a given classroom instruction. It can also be used
to compare achievement of students across schools. Achievement test is
generally divided into two namely; teacher made test and standardized test
2. Aptitude Test: aptitude as the capacity to learn. Aptitude test is specifically
interested in predicting what and how the individual can learn or develop into in
future. With the scores of aptitude tests, a counselor or an educator would be able
to look into the future of an individual in terms of what the individual would be
able to learn and advice him/her accordingly.
3. Ability Test: andAbility simply means the power or capacity to carry out a given
task or instruction within a given time frame. Ability test is therefore, a type of
cognitive test that measures an individual’s capacit y in carrying out an assigned
task. Examples of ability test include verbal ability test, numeric ability test, power
tes t, etc.
Applications of Psychological Test in
Education and Counselling
1. Integral part of education
 Psychological testing has become an integral part of education process which
enables the counsell and/or educators to generate data on students’
psychological characteristics for counselling services.
 For example,
1. Aptitude tests can serve both diagnostic and prognostic functions in
counselling such as provision of data that will guide the counselling interview,
and help to build realistic self image among counsellees. Also, with the scores of
aptitude tests, a counsellor would be able to predict what an individual can
learn or develop in the future, when exposed to the appropriate learning
experiences.
2. Intelligence test: Through psychological testing like intelligent test, the
counsellor will be able to identify the mental ages of th e testees. The
counsellor will also determine the testees whose intelligent quotients are
below average, average and above average and thus classify them accordingly
with reference to their ability as to enable them benefit effectively in school.
The teste es are equally counselled on how to improve in their mentality
taking advantage of the school environment and learning experiences.
2. Complementing School, teachers,
learners
 Psychological testing complements the work of teachers and learners, while
counselling complements the effort of schools in testing and molding
students’ behaviour.
 This is so because the performance of students in class activities and test,
especially achievement tests administered by teachers in schools serve as
evidence of data that reveals students’ behaviour to the counsel ling unit for
counselling services.
3. Principles of psychological testing
 The principles of psychological testing also guide the school counsellors in

their efforts to improve students’ test students learning taking skills.
 School counsellors use standardized test results to assess and performance
across standards. Counsellors can make decisions using standardized
psychological tests result for school on placement and accommodation of
students with exceptional learning needs and evaluation of instructional
personnel.
 For Example, The validity principle enables the counsellor to make
accurate and valid judgement about the learner’s ability, personality and
counselling needs.
IN SUMMARY:
 While psychological testing reveals relevant data about students’

psychological characteristics such as attitude, aptitude, interest, skill,
mentality, cognitive ability and learning outcome, etc.
 the school counsellor uses the data from psychological testing to make valid
and reliable decision or recommendations in relation to students’ selection,
classification, promotion and comprehensive guidance and counselling
services in the school.
THANK
YOU

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Application of Psychological Tests in Education Counselling

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Applications of Psychological Test

in Education and Counselling

BY: SHWETA GUPTA

1. Objectivity: The test should be free from subjective—judgement

 Identifies weaknesses and strength

 Psychological tests for education counselling can be categorized as measures of

 The principles of psychological testing also guide the school counsellors in

 While psychological testing reveals relevant data about students’

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