The document discusses the use of psychological tests by counselors. It notes that counselors use tests to:
1) Keep records of each student's needs, interests, abilities, and adjustment problems.
2) Help students make choices about courses and careers by assessing their interests and abilities.
3) Provide objective data to help counselors identify each student's strengths and opportunities.
Personality refers to the unique characteristics that distinguish an individual, including patterns of thinking, feeling and behaving. There are several methods used to assess personality, including interviews, observation, questionnaires, case studies and projective techniques. Some commonly used personality tests are the Minnesota Multiphasic Personality Inventory (MMPI), NEO PI-R, 16PF, Eysenck Personality Questionnaire, Myers-Briggs Type Indicator, and California Test of Personality. Each method has its strengths and limitations for understanding different aspects of an individual's personality.
This document discusses different types of personality tests. It begins by defining personality and personality tests. It describes several specific personality tests including the Big Five Inventory, Emotional Intelligence Test, and Keirsey Temperament Sorter. It then provides more details on the Big Five personality dimensions and discusses the trait and type approaches to personality. The document also discusses Holland's theory of occupational personality types and provides an example of interpreting the Briggs-Myer personality test results. It analyzes objective and projective personality tests, such as the Rorschach inkblot test and Thematic Apperception Test.
Psychological testing involves standardized measures of mental and behavioral characteristics to assess individual differences. There are several key principles of psychological testing including standardization, objectivity, establishing norms, reliability, and validity. Tests are used to help evaluate clients, determine treatment approaches, and provide insight into patterns of relating. Common types of tests include intelligence tests, aptitude tests, achievement tests, personality tests, and neuropsychological tests. The goal of psychological assessment is to integrate information from multiple sources like tests, interviews, and records.
1. types of psychological tests by S.Lakshmanan PsychologistLAKSHMANAN S
My sincere thanks to: - Professor Dr. V.Suresh
Annamalai University
Dear Viewers, Please, See this updated version of the types of psychological tests in this www.slideshare.net
Psychological testing has evolved over centuries from early written exams in ancient China to modern standardized tests. Key developments include Binet's intelligence test in 1905, which introduced the concept of mental age, and the Stanford-Binet test in 1916, which established the intelligence quotient (IQ) formula. World War I saw the development of intelligence tests to screen army recruits. Spearman's two-factor theory from 1902 proposed that intelligence comprises a general factor (g) and specific factors, influencing the development of modern standardized testing.
This presentation includes meaning of Aptitude test, with its importance and use in education.Advantages and disadvantages of using aptitude test as well as references are their for further readings.
Stanford-Binet Intelligence Scale is an individually administered test that examines the cognitive ability of children and adults falling the age-range of 2 to 85+ years. It examines children with intellectual and developmental deficiencies as well as intellectually gifted individuals. This test originated from The Binet-Simon Scale (1905) and had undergone five major revisions. This presentation gives an overview of all five of them with most emphasis on the fifth edition by Roid (2003).
Nature of attention (Meaning, Definition and Theories in brief)Dr Rajesh Verma
This document discusses the nature and theories of attention. It defines attention as the process of selecting certain stimuli from a group of others. Attention involves alertness, concentration, and search. The spotlight and zoom-lens models are described as ways attention focuses on specific areas. Filter and attenuation theories explain how the brain processes multiple stimuli. Factors like size, movement, and motivation can influence what receives attention. Theories of attention seek to explain how stimuli are selected from many options for further cognitive processing.
This document discusses several types of psychological assessments, including projective tests, personality questionnaires, and interviews. It provides examples of specific assessments like the Thematic Apperception Test (TAT), Rorschach inkblot test, Myers-Briggs Type Indicator (MBTI), Sixteen Personality Factor Questionnaire, and Q-sort method. The assessments are used to analyze people's behaviors, inner feelings, personality structures, and viewpoints in clinical, educational, and research settings.
Psychological tests are used to measure human behavior and can be categorized into projective tests and aptitude tests. Projective tests use ambiguous stimuli to reveal unconscious motivations, with the Rorschach inkblot test being an example. Aptitude tests attempt to predict a person's ability to learn new skills through education and training, with components including verbal, numeric, and spatial reasoning. The SAT is an example of an aptitude test used to assess students' readiness for college-level work.
This document discusses personality assessment and different methods used for assessment. It describes that personality assessment involves administering empirically supported measures of personality traits to refine diagnoses, structure interventions, and increase behavioral prediction accuracy. It discusses various methods like self-report inventories, projective tests, behavioral assessments using observation and situational tests, rating scales, and frequency counts. It provides details on commonly used assessments like MMPI, Rorschach, and classifications of self-report personality tests.
Psychological tests are formalized measures used to assess mental abilities, attributes, and functioning. There are two main types - mental ability tests and personality tests. Mental ability tests measure intelligence, aptitude, and achievement, while personality tests evaluate thoughts, emotions, and behavioral traits. Psychological tests are administered in educational, clinical, counseling, and research settings to identify strengths and weaknesses, diagnose issues, inform treatment and placement decisions, and for other assessment purposes. They provide objective, standardized insights into characteristics that can be measured.
Types of Psychological Tests updated by S.Lakshmanan, PsychologistLAKSHMANAN S
Psychological tests can be classified into 12 main types based on what attributes they assess:
1. Achievement tests measure what a person has learned or achieved
2. Personality tests assess personal qualities and traits
3. Aptitude tests predict success in particular areas like mechanical ability
4. Interest tests evaluate a person's interests
5. Attitude tests assess attitudes toward ideas, people, traditions
6. Intelligence tests measure cognitive abilities
7. Emotional intelligence tests evaluate emotional reasoning abilities
8. Mood and motivation tests assess mood states and motivational levels
9. Adjustment tests examine adjustment to oneself and one's environment
10. Neuropsychological tests identify cognitive deficits from brain damage
11
Standardized personality tests and interviews are commonly used methods to assess personality. The document discusses several specific personality tests, including the Minnesota Multiphasic Personality Inventory (MMPI), California Psychological Inventory (CPI), Myers-Briggs Type Indicator (MBTI), and Rorschach inkblot test. It also discusses projective techniques like the Thematic Apperception Test (TAT) and Children's Apperception Test (CAT) which analyze responses to ambiguous stimuli. Scoring methods and clinical applications are described for several of the assessments.
A short note about the concept of the psychological test; introduction, definition, characteristics, needs, classification, types, and some selected psychological tests.
Aptitude (Test) and their Nature and CharacteristicsSubhankar Rana
Aptitude is a future potentiality of an individual therefore we predict a person's future success in a particular field.
#Aptitude #Measurement & Evaluation #Achievement #Future potentiality #Ability
Psychological test norms are based on large standardization samples that are representative of the population for which the test is intended. Tests are standardized by administering them to samples stratified on key demographics like age, gender, education level, and geographical region to create a normal distribution of scores. This allows future test takers' raw scores to be converted to percentiles for accurate comparison against the norm group. Regularly updating test norms with new standardization samples is important for interpreting scores.
Psychological testing and assessment has evolved over thousands of years from early job selection tests in ancient China to modern standardized psychological tests and evaluations. Key developments included early mental ability tests by Binet and Simon, the development of intelligence testing by Terman and Wechsler, the emergence of projective testing techniques like the Rorschach inkblot test, the creation of personality tests like the MMPI and Myers-Briggs, and ongoing work to reduce cultural bias in testing.
This document discusses psychological assessment and tests. It describes the development and types of psychological tests, including intelligence tests like the Stanford-Binet and Wechsler scales, achievement tests, aptitude tests, personality tests like the MMPI, and projective tests like the Rorschach inkblot test. It also outlines the nurse's role in psychological assessment, which includes educating patients, observing behaviors, and documenting changes.
Psychological tests are formal tools used to measure mental functioning and behaviors. They can be administered in various settings like schools, hospitals, and workplaces to assess abilities, personality, and neurological status. Common uses of tests include education placement, career counseling, diagnosing disorders, and selecting job applicants. Tests vary in their administration method, targeted behaviors, and purpose between ability, personality, and clinical domains. Proper tests are standardized, objective, use norms, and are reliable and valid measures of their intended construct.
The document provides an introduction to psychological testing. It defines key terms related to tests, describes different types of tests including ability and personality tests, and discusses the historical development of psychological testing from ancient civilizations to modern times. Testing aims to evaluate individual differences and has roots in Darwin's theory of evolution and the work of early researchers measuring human characteristics. Standardized tests are now widely used in the 21st century.
Psychological tests were developed to assist in understanding human behavior and making important decisions in an objective manner. Tests provide standardized samples of behavior that can be used to infer underlying traits and make comparisons to norms. This allows for decisions to be made with less bias than relying solely on subjective human judgment. Tests quantify results to precisely describe behaviors and allow for clearer communication than qualitative descriptions alone.
The document discusses different types of interviews used in research, including structured, unstructured, individual, and focus group interviews. It describes the key characteristics of focus group interviews such as including 6-8 participants, asking open-ended questions, and training the interviewer. The document also outlines techniques for properly conducting interviews such as preparing questions in advance, actively listening without bias, and maintaining rapport with the interviewee.
Standardization refers to methods used in psychological research to ensure consistency and allow for comparison between groups. It involves using identical procedures, instructions, questions, timing, and conditions for all participants. This helps reduce external influences and increase reliability, validity, and the ability to establish norms based on a representative standardization sample. Ensuring standardization is crucial for obtaining unbiased and meaningful results.
The different forms of Psychological tests in practice including the Neuropsychological assessments..................
Details and the original version of the slide can be available on demand by forwrding a mail request to bivin.jb@gmail.com
Psychological tests are structured techniques used to generate samples of behavior from which inferences can be made about an individual's attributes. There are various types of psychological tests that assess domains like intelligence, personality, neuropsychological functioning, and more. Intelligence tests measure constructs like cognitive ability, while personality tests evaluate traits and characteristics. Examples of commonly used intelligence tests discussed in the document include the Stanford-Binet, WAIS, and Raven's Progressive Matrices. Personality assessments mentioned are the MMPI, Rorschach, and TAT. Psychological testing provides information useful for various purposes like education, career counseling, diagnosis, and treatment.
This document discusses different types of test validity. It defines validity as the extent to which a test measures what it is intended to measure. There are three main types of validity discussed: content validity, which involves comparing test items to learning objectives; criterion-related validity, which correlates test scores with an external criterion; and construct validity, which examines if test results align with theoretical constructs. Providing validity evidence is important for ensuring tests accurately measure the intended skills or attributes.
Psychological and educational tests are measurement devices used to quantify behavior. An item is a specific stimulus with an overt response that can be evaluated or scored. A test is a set of items designed to measure human characteristics related to behavior. Tests can be individual or group. They measure different types of abilities like achievement, aptitude, and intelligence, which are interrelated, or personality through structured or projective tests. Psychological testing encompasses all uses and concepts of these tests.
This document discusses and compares three personality assessment techniques: interviews, self-report assessments, and projective techniques. It outlines the merits and demerits of each. Interviews can produce valuable information but rely on skilled interviewers and are subjective. Self-report assessments are standardized, reliable, and valid but can be influenced by social desirability and deception. Projective techniques tap unconscious traits but are less objective and require extensive training. No single technique is perfect, so a combination is recommended to best understand human personality.
This document discusses theories of intelligence and intelligence testing. It begins by explaining that intelligence is difficult to define and that psychologists differ in their approaches, with some focusing on mental ability factors and others on intellectual processes. It then outlines several major theories of intelligence:
Charles Spearman's two-factor theory proposed a general intelligence ("g") factor along with specific factors. Louis Thurstone identified seven primary mental abilities. J.P. Guilford's Structure of Intellect model described 180 intellectual abilities across operations, content, and products dimensions. Howard Gardner proposed eight multiple intelligences including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal. The document
Achievement tests measure what students have learned after a period of instruction. There are two main types - standardized tests which have uniform procedures and scoring, and teacher-made tests which assess learning in a particular classroom. Standardized tests provide norms and impartial information, while teacher-made tests help evaluate teaching effectiveness but have less accuracy and refinement. Both types of achievement tests are important for measuring student learning outcomes.
The document discusses different ways that intelligence and differences between individuals can be measured, including through intelligence tests. It describes two main classifications of intelligence tests based on method of testing (individual vs group tests) and medium of testing (verbal vs non-verbal tests). Examples are provided of commonly used intelligence tests like the Stanford-Binet test and Wechsler scales. The merits and demerits of individual tests, group tests, verbal tests, and non-verbal tests are also summarized.
This document discusses different methods for selecting employees, including application blanks, initial interviews, employment tests to assess aptitude, interests, intelligence and skills, additional interviews, recommendations, medical exams, and final interviews. It notes that the goal of selection is to identify candidates most likely to perform jobs effectively and remain with the company. Various test types are described like aptitude, interest, IQ and performance tests to evaluate abilities. The selection process can be internal or external.
The document provides an overview of interview preparation, types of interviews, dos and don'ts, common questions, and important job sites. It discusses preparing for an interview by researching the company and role, dressing professionally, and practicing answers to common questions. Two main types of interviews are one-on-one and panel interviews. The document offers tips for a successful interview such as maintaining eye contact, being confident, and focusing on strengths rather than weaknesses. Important interview questions are also outlined.
Organizational socialization is the process of integrating new employees into an organization. There are two types of socialization: collective and individual. Collective socialization involves putting a group of new recruits through common experiences together, while individual socialization occurs when new recruits are brought into the organization separately and put through unique experiences in isolation from one another. Entering a new experience collectively can provide support from others, but individual socialization may promote individual growth despite initial discomfort.
Open-ended questions that avoid yes or no answers keep interviews engaging. Good interviewers listen carefully to answers and ask follow-up questions that reveal more details. They also redirect questions in response to answers to explore new topics or different perspectives. Proper emphasis on different words in questions can help convey meaning and impact when interviewing for television.
Socialization is the lifelong process by which people learn the norms, values, behaviors, and social skills needed to function in their culture. It occurs through interactions with others and influences personality development from infancy through adulthood. The main socialization agents are family, education systems, peer groups, media, and religion. Socialization helps convert individuals into social beings by teaching them appropriate roles, skills, discipline, and how to interact with others. It allows people to learn from each other and adapt across their lifespan.
Different Type of Test for The Purpose of Counselling (https://www.youtube.co...Tasneem Ahmad
Tests are an important tool for counselors to gather reliable data about individuals. There are different types of tests that are used for various purposes in counseling, including intelligence tests, aptitude tests, achievement tests, personality tests, and interest tests. Intelligence tests measure general mental ability, aptitude tests assess strengths for certain tasks or careers, achievement tests evaluate skills and knowledge in different subject areas, personality tests explore characteristics and traits, and interest tests identify preferences that can inform career choices. Together, test results provide counselors with comprehensive insights to better understand individuals and guide them effectively.
Dr. Fred C. Lunenburg - measurement and assessment in schools schooling v1 n1...William Kritsonis
Dr. Fred C. Lunenburg, www.nationalforum, NATIONAL FORUM JOURNALS, Houston, Texas, Dr. William Allan Kritsonis, Editor-in-Chief,
www.nationalforum.com
National Refereed Journals
This document discusses key concepts for ensuring fair and valid assessment of student learning. It defines learning targets, educational goals, instructional objectives, and standards that should guide assessment. A variety of assessment methods are described that can measure different learning domains like knowledge, skills, and affect. Validity is discussed as the appropriateness of inferences from assessments, and is determined through content evidence, criterion evidence, and construct evidence. Reliability refers to the consistency of results, and can be improved through sufficient items, objective procedures, and eliminating extraneous factors. Fairness means providing equal opportunity to demonstrate achievement without bias.
Descriptive research-Different types of survey by Dr. Neha DeoNeha Deo
Descriptive research aims to accurately describe variables without manipulating them. It can answer what, where, when and how questions but not why questions. Descriptive research uses various methods to observe and measure variables in their natural setting. School surveys are a type of descriptive research that comprehensively study existing school conditions to determine effectiveness and suggest improvements. Different types of school surveys include survey testing, school appraisal, status studies, financial studies, curriculum studies, and building surveys.
This document provides information about an Industrial/Organizational Psychology course taught at Loyola University Maryland in Spring 2012. It outlines the instructor's contact information, class times and format, required texts, communication policies, course description and objectives aligned with the university's educational aims, evaluation criteria including exams and assignments, policies on attendance, conduct, and makeup work, and a tentative schedule of topics to be covered over the semester.
1. The document discusses assessing student understanding in science and the difference between assessment and grading. Assessment is intended to further student learning while grading is more summative and judgmental.
2. The purposes of assessment are outlined as focusing student learning, teaching, improving systems, and influencing policy and planning. Different types of assessment include formative and informal to get a broader view of student understanding.
3. The document then discusses domains of learning, types of assessments, and Bloom's taxonomy, which categorizes cognitive learning objectives from simplest to most complex. Formal assessments examine products while informal assessments use classroom questioning.
Internal and external examinations are used to assess students. Internal assessment is conducted by teachers and provides continuous evaluation, while external exams are more formal and determine if a student passes or fails. Both types of exams have advantages like providing feedback and incentives to learn, but can also cause stress and negatively impact students who fail. The document outlines the definitions, purposes, types and features of internal and external examinations.
The document discusses assessment at Middlesex County College. It defines assessment as gathering data to improve student learning and outlines the assessment process of identifying learning outcomes, assessment techniques, gathering and using data. The purpose of assessment is to evaluate programs and courses, guide decision making to improve student learning, and communicate effectiveness. Sample learning outcomes are provided for biology, psychology, and dental hygiene programs and courses. Templates for defining learning outcomes and assessment plans are also included to help faculty develop and implement the assessment process.
The document provides an assessment plan for a Career Services program with 4 outcomes. Outcome 1 aims to have 85% of students feel competent in career development after consultations. Outcome 2 targets having 80% of students score in the exceptional range on an interview skills rubric after mock interviews. Outcome 3 seeks to have 90% of students demonstrate professional competencies for part-time employment after consultations. Outcome 4 establishes benchmarks for evaluating the Career Services program using the CAS Self Assessment Guide.
This document discusses assessment in education. It defines assessment as gathering evidence of student learning to make judgements and improve instruction. Some key purposes of assessment mentioned are to identify student strengths and weaknesses, evaluate progress, drive instruction, and provide feedback. The document also discusses different types of assessments, including selected response, extended written response, performance assessments, and personal communication. It emphasizes that assessment should be ongoing and part of the instructional process to best support student learning.
M1_AUTHENTIC ASSESSMENT IN THE CLASSROOM-1.pdfMartin Nobis
The document discusses authentic assessment in the classroom. Authentic assessment requires students to apply skills and knowledge to realistic tasks that mimic real-world applications. It is an alternative to traditional testing and provides more direct evidence of a student's abilities. The document outlines the characteristics of authentic assessment and provides guidance on creating authentic tasks, including using the GRASPS framework to define goals, roles, audiences, situations, products, and standards. Examples of non-test authentic assessments include portfolios, observations, journals, games, projects, and debates.
The document discusses three main uses of language tests: 1) to make decisions in educational programs, 2) as indicators for research on language acquisition, and 3) to provide information for evaluation. Within educational programs, tests are used for selection/placement of students, diagnosis of strengths/weaknesses, and measuring student progress/grading. The quality and importance of decisions based on test scores determines how reliable and valid the tests need to be, with more important decisions requiring greater reliability and validity.
construction and administration of unit test in science subjectAlokBhutia
Unit tests are used to evaluate student learning and assess what students have learned after completing a lesson or unit. They help identify student strengths and weaknesses, measure teaching effectiveness, and provide statistics to institutions. There are two main types of unit tests: teacher-made tests developed by individual instructors, and standardized tests that are administered uniformly. When planning a unit test, teachers should ensure it assesses the key concepts and skills covered in the unit in a way that evaluates both student knowledge and their ability to apply what they've learned.
Unit tests are used to evaluate student learning and assess what students have learned after completing a unit of instruction. They help identify student strengths and weaknesses, provide feedback to students on their understanding, and allow teachers to evaluate their own effectiveness. At the school level, unit tests are a form of summative assessment administered at the end of a unit to measure student achievement and skill growth. They also provide data to schools and districts on student performance.
Imitation or trial and Copy
error. The early stages in Follow
learning a complex skill that Repeat
requires guidance. Trace
Basic Proficiency: Learns or Begin
performs basic skills. The Display
movement is mechanical and Follow
slow. Imitate
Recite
Developing Proficiency: Assemble
Increases in sureness, accuracy, Build
and precision. Movements have Calculate
some confidence and proficiency. Chart
Construct
Demonstrate
Dissect
Handle
Measure
Prepare
Advanced Proficiency: The Assemble
individual has achieved a high Build
level of performance and Calculate
proficiency and
Aptitude Test is a standardized test technique. Aptitude may be said as a trait that characterizes an individual’s ability to perform in a specific area or to acquire the learning necessary for performance in a given area. It presumes an inherent or natural ability that can be developed to its maximum through learning or other experiences. However, it cannot be expanded beyond a certain point, even by learning. In theory, then, an aptitude test measures the potential of one to achieve in a given activity or to learn to achieve in that activity.
A Review On Career Guidance And Counselling Needs For StudentsKarla Adamson
This document summarizes techniques for career guidance and counseling of students. It discusses several key factors to consider: interests and strengths of students, academic ability and aptitude, personality, developing relationships, allowing self-exploration, relating life themes to career goals. The document also reviews literature on career selection processes in India and scopes for developing career guidance systems. Overall, it stresses the importance of comprehensive and individualized career counseling that helps students understand their interests and abilities and relate them to potential career paths.
This document provides an overview of a university course on psychological testing. It discusses the course description, objectives, nature of psychological testing, main types of tests, how tests are administered, and important applications. The key points are:
- The course teaches students about psychological tests used in counseling, how they are administered and evaluated, ethical considerations, limitations, and importance in the field.
- Psychological testing involves administering standardized procedures to measure psychology-related variables like intelligence, aptitude, personality traits. Tests can be norm-referenced or criterion-referenced.
- Common tests measure intelligence, aptitude, achievement, creativity, personality, interests, behaviors, and neuropsychological functions. Tests are important for
4. Main Topic:
Psychological Test
Sub Topics:
1. Concept
2. Characteristics of Psychological test
3. Need of Psychological Test
4. Major classification of psychological test
5. Counselor's use of psychological test
5. Concept
According to Freeman:
“A Psychological test is a standardized instrument
designed to measures objectively one or more
aspects of a total personality by means of samples
of verbal and non-verbal responses, or by means of
other behaviors”
6. Characteristics of Psychological Test:
1. Validity:
Ability of a test to measure what it is intended to measure
2. Reliability:
Test consistency; the ability to yield the same result under a variety
of different circumstances.
3. Objectivity:
Free of personal biasness in terms of scoring, interpretation of
scoring, and in administration.
4. Standardization:
In terms of time, place, material employed in a test, atmosphere, and
in over all instructions, It would be standardized.
7. 5. Norms:
Appropriate and accurate norms must be present in a
quality test. Like age, grade, percentile rank, etc.
6. Simplicity:
Administering, scoring of test should be simple and can
be done in a available resources and experts.
7. Economy:
It should be administer in short time for the ease of
those persons which are involve in administering the
test.
8. Interesting:
Test should be interesting for the examinee that he or
she does not feel boredom in attempting the
questions.
9. INTRODUCTION
Man is a complex creature . He possesses different
traits as intelligence, aptitudes, interests in different
measures. His achievement also differs. There is also
a great difference in the personality make-up of
people. With the background of all these
differences, the individual has to make various
choices of courses and careers, choice of playmates
and room-mates, choice of life-partners and life
styles. To help him in all these and make his journey
smooth and satisfying, there is an utmost need of
some objective measurement.
The psychological tests in different areas are
supposed to meet the following pertinent needs:
10. (a) To help students at choice
and critical points when they
have to make a decision:
The psychological test can provide the client or
student with information about himself in relation
to a series of choices where the decision would
be his own . Objective quantitative data plus
subjective observation and assessment are needed
to enable him to make a correct choice .
For instance , the single factor that Ahmad’s parents
will be highly disappointed if he does not go in
for architecture can decide Ahmad’s choice in
favor of architecture. But if the quantitative data is
also available signifying the capacity of Ahmad go in
for architecture, the situation becomes simpler and
satisfactory decision can be arrived at. Similarly,
psychological tests can help a students to decide
whether he should continue his studies or take up
business. The scores on the interest inventories will
enable him to find out whether his interests are those
of a scholar or those of a businessman.
12. (b) To enable the counselor to have a broad-
gauge look and uncover as many
promising opportunities as possible for the
counselee:
It is important for the counselor to survey as
many of the skills and abilities of his
counselee as can in order to arrive at a
judgment as to which areas of endeavor are
likely to be most promising. It is not
enough, in a guidance setting, to know that
Daud has medical aptitude; if he also the
makings of an electronics engineer, Daud and
the counselor need to know that too.
13. (c)To enhance the client’s ability to
make his own decision:
Students in schools, colleges and universities
have to make decision regarding the
selection of courses, co-curricular and extra-
curricular activities. Studies have revealed
some disconcerting insights in to the ways
such choices are made. Often such random
factors as having friends in the field, the
chance encounter with a particular
course, the influence of a teacher who made
the subject mean enough to merit further
effort, were the determining ones.
15. (d) To help teachers
to adapt teaching
to the needs of students:
If the teacher could get objective
assessment of the interest and capacities
of students with the help of psychological
tests, he can adapt his teaching to the needs
of students. He can also differentiate
between the slow learners and
under-achievers and help them
according to their needs.
17. (e)To help the counselors:
Modern schools provide
individual counseling for
pupils with respect to
their educational and
vocational plans. Many schools
also provide for maladjusted
pupils some sort of clinical service. The psychological
testing is an integral and accepted part of
the fact finding phase of counseling.
Wise counselor use the meaningful and
relevant data obtained from the tests as a partial basis for
their client-centered interviewing and clinical judgments.
19. (f)To help in satisfying an administrative need
for selecting the most promising pupils from
among the applicants:
True, in a democratic society, pupils should be allowed as
much latitude
of choice as possible. Also the selection of curricula
should be based
on sound counseling. But at time it does become
Important to select the
most promising pupils for the good of individuals and
society. Psychological
tests help here.
21. (g) To help establish homogeneous
group:
Psychological tests can be used to help
establish
homogeneous groups within elementary
and secondary school system and college
set-ups. Placement in a class appropriate
to the student’s potential can
accelerate development and improve self-
concept
23. (h) To provide information for selection, classification
and distribution of clients, To serve primarily the
interests of the particular administrative system:
Psychological tests can be used by admission committees
in schools and colleges to sort applicants into groups.
They can also be used by school and college system to
classify and distribute students across various curricula.
Thus if we could know that ability level A, interest pattern
B, achievement level D and extra-curricular activities
grading S , relate to successful performance in a
professional college, then the college can use the test
result in future too to assign students to either the medical
or non medical group.
25. (i) To help in the selection of students
for special schools for the award of
merit-cum-means scholarships for
residential schools in the country:
There are so many schools in the country, to
which children from weaker section of society
can be admitted provided they possess the
superior native ability. This can be found with
the help of psychological and standardized
achievement tests.
27. (j) To help in the selection of students for admission
to special institution:
There are number of special institutions as National
Defense Academy, Military Academy, Air force
Academy, Naval Academy etc. in the country. There
are also a number of professional colleges and
institutes. Psychological and standardized
achievements tests are used for admission to these
institutions.
28. (k) To help in the
distribution of
personnel in various
branches of services:
For example, the defense authorities
would like to recruit person for the
Armed Forces who are above average in
intelligence and emotional stability; are
of higher level in mechanical and clerical
aptitudes; are fit and fine physically. Such
person as are perfect from every angle
are not easy to get. Thus the military
psychologist is faced with the problem
to find out the special qualities required
for certain special jobs in army. Psychological tests are needed for
measuring the special qualities or traits so that on the basis of the
scores, the recruits could be sent for special jobs. The person who
obtain high scores on mechanical duties; the person who can work
with speed and accuracy, may be put in charge of the office work.
That way the psychological tests can be of immense use for putting
the right man at the right place.
30. (l) To help in the
psychological
diagnosis of students:
In any school/college system there are a number
of students who have moderate to severe
emotional problems which impair their learning
ability . The estimates of emotional problems
usually run from 8 to 15 percent of almost any
sufficiently large population or group; a school/college setting is no exception.
There is an obvious need for differential diagnosis of these difficulties as a first
step toward appropriate treatment or remediation. A careful analysis of the
student’s intra-psychic balance, or a critical appraisal of the student in relation to
the environmental pressure, is necessary. An identification of learning disabilities
rooted in the student’s past experiences is essential. The pupil can be given a
carefully selected battery of personality tests specifically designed to tap
information about the personality make-up, with increasing emphasis on
psychological dynamics. For example, the examiner may use an individual test
of intelligence, a sentence completion test, a thematic Apperception test and the
Rorschach Ink Bolt test. The results of such testing are essential for decision to
be made about the pupil. The assumption is that the pupils difficulty or emotional
adjustment is of such an order that he cannot make his own decisions.
32. (m) To help the teachers in
dealing with scholastic and behavioral
problems:
For making decisions
regarding pupils facing
problems of conduct or
scholarship, comprehensive measures of
achievement, together with standard
measures of achievement and the school
record itself, provide factual bases of great
importance for reaching a sound clinical
decision regarding any boy or girl.
34. (n) To identify abnormal patterns in the
personality of the client:
For those students whose personality encumbrances
place them outside the range of normal
behavior, whose past experiences so significantly
influence their present perception that they literally
cannot accurately perceive reality for these
students, accurate appraisal of their personality is
essential. The power and initiative for decisions
cannot be left to the students in the grip of emotional
disturbance. Psychological diagnosis forms the basic
data and the necessary information about the client
which the psychological expert may use as a
legitimate and systematic basis for selecting the
appropriate course of action for the client.
36. (o) To help in the treatment of
psychiatric problems:
When a patient comes to a
mental hospital or clinic, it is
essential to find out what
type of person he is and how
will he respond to the treatment.
Psychological tests can be helpful in taking this
crucial decision carefully constructed and wisely
administered psychological tests can provide good
measures of the
abilities, aptitudes, interests, attitudes and personality
traits. They can help in diagnosis and prediction
, selection and classification and are of immense use
in many situations and jobs.
38. Classification of Psychological Test
Typical Performance and Maximum Performance Test
Typical Performance:
This test is used to know how and employee performs on regular basis. In
test of typical performance individual performance is assessed on given
situation. In this test answers are not right or wrong, but identity
choices, preferences and strengthen of feelings.
This test is designed to access the ways in which people differ in terms of
personality, interest, motivation, styles of learning, believes, attitudes and
values.
Maximum Performance Test Assess:
The individuals Performance effectively under standard conditions.
In maximum performance test questions have correct or incorrect
answers. Scores depends on how many questions the person being tested
gets right.
Example of maximum performance test are:
Aptitude test
Achievement test
39. Individual Test Group Test
Individual test
A test can be said individual test in the sense that they can
be administered to only one person at a time.
Many of these tests requires oral responses from the examinee.
Individuals intelligence tests are preferred by psychologist in
clinics, hospital and in others setting where clinical diagnosis are
made.
Group Test:
Group test can be administered to a group of a person at a
time. Group tests were designed as not only to permit the
simultaneous examination of a large group but they also used
simplified instruction and administration procedures.
Example:
Individual Test: Wechsler adult intelligence scale
Group Test: OTIS – Lennon School
Ability test (OLSAT)
40. Paper Pencil Test and Performance
In Paper Pencil Test
The subject is provided with a test form or test booklet which contains all these
items. Responses are written by the subject on either the test form or on a
separate answer sheet.
Example:
Raven’s progressive matrices test of intelligence.
Differential aptitude test Battery are some of the example of Paper-
Pencil Tests.
Performance Test
Require motor or manual response on the examine part generally but not
always, involving manipulation of concrete equipment or materials.
Performance test are specially useful for:
o Deaf testers
o Testes with speech defects
o Illiterate testees
o Foreign testees
41. Language and Non-Language Tests
Language Test:
In a paper-pencil language test, the test content generally contains of
pictures, diagrams and non linguistic symbols and the subject is required to
respond by making relatively simple marks. Instructions are given by
gestures, pantomimes and demonstrations involving charts and diagrams.
Non-Language Test:
In non-language tests language, neither written nor spoken, in neither the
instructions nor the test items is required. Non-language tests areas
specially designed for testees who are illiterate, unfamiliar with the native
language, can either be a performance or a paper-pencil test.
Verbal and Non-Verbal Tests
They can be designed as reading and non-reading tests. In the former
reading and writing are required, in the latter neither reading nor writing is
required but these tests make extensive use of oral instructions and
communication on the part of time examiner. Such tests frequently measure
verbal comprehension, such as vocabulary and the understanding with oral
instructions to accompany each item. Unlike t] non-language tests, they are
unsuited for foreign language speaking or deaf testees.
42. Criterion-referenced And Norm-referenced
tests:
(a) In criterion-reference test the specific criteria
is specified by authority. In such type of test
the performance of every individual is
compared with specific criteria
Example:
For clerical aptitude test the criteria is specified that
typing sixty words in a minute.
(b) In Norm-reference test No criteria is specified and the
performance of every individual is compared with
group.
Example:
The typing speed of roll no.3 is faster than whole class.
43. Informal Tests and Standardized Test
Informal Test:
Informal Tests are constructed by class-room teacher. These tests are developed by
class-teacher in order to assess the achievements of students in particular subject.
Example:
Achievement test in the subject of Biology for class 9th.
These tests are useful for evaluating the learning outcomes and day –to-day progress of students.
Standardized tests:
Standardized tests are designed by test specialists, tried out experimentally (Pre-tested)
standardized tests are scored and inter- preted under standard conditions. Standardized tests
are used to evaluate complex learning outcomes.
Speed and Power Tests
Speed Test:
A speed test is one in which individual differences depend upon speed of performance.
The item included in such tests have low difficulty level. The time limit is so short that no one can
finish all the item. The individual’s score reflects only the speed with which he works. The test is
intended to measure the speed of Response.
Example:
Clerical speed and accuracy in differential aptitude test battery is an
example of speed test.
44. Power Test:
A power test has time limit long enough to permit every one to attempt all items. The
item included in such tests have high difficulty level. The test includes some items too
difficult for any one to solve so that no body can get a perfect score.
Culture-Fair Tests
These tests are language-free. They also attempt to eliminate skills and
feelings that vary from one culture to another.
Example:
A classic example of such type of tests is the good enough draw person
tests, which require only knowledge of human body.
Tests Measuring Traits in Different Areas
Psychological test have been constructed for measuring traits in different areas
as
intelligence, aptitudes, interests, attitudes and personality etc.
On this basis the tests can be classified into three categories.
o Tests of general intelligence
o Tests of special aptitudes
o Tests for measuring personality
45. Tests of General Intelligence:
These tests are used to assess the general learning ability, ability to grasp
instructions and underlying principles. Vocabulary, Arithmetic Reasoning and the
Dimensional space are examples of General intelligence test.
Tests of Special Aptitudes:
These tests are concentrates on ability in particular area. They reveal aptitude in specific area.
These tests are most often used for vocational guidance. Mechanical Aptitude Test, Musical
Aptitude Tests are examples of special Aptitude Tests.
Tests for Measuring Personality:
Personality is composite of mental abilities, attitudes, interests, thoughts, feeling and behavior etc.
Personality measuring tests are used to assess these reactions to the environments.
Many techniques are used to assess the personality:
o Interview
o Check lists
o Projective Techniques
o Observation
o Personality Inventories
o Rating Scales
46. Test for Special Use
Psychological test can also be classified on the basis of the
use to which they are put. Thus, There are tests for a
comprehensive assessment of mentally retarded, and Tests
for persons with diverse sensory and motor handicaps.
47. Counselor’s use of Psychological test:
The counselor may use the tests to:
1. Keep the record of each student’s needs, interests, abilities and
adjustment problems in regards of guiding them according to their
personalities.
2. Know the student’s weaknesses and strengths properly that is helpful
in guiding them accordingly.
3. Predict the future success and failure of students on the basis of
results of these tests.
4. Help students in their carrier selection.
5. Help students in choosing suitable vocation and professions
according to their talents.
6. Help in diagnosing students problems like social adjustment, and
academic deficiencies.
7. Evaluate the effectiveness of guidance and counseling program and
also recommend the further improvement plans.