SEMINAR

ON
STANDARDZIED
TOOLS

SUBMITTED TO, SUBMITTED BY,

MRS. V. L. K. Kamal kumari Humera sultana
PRINCIPAL, MSC NURSING I YEAR.
P. D. S. C. O. N

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 STUDENT PROFILE

NAME OF THE STUDENT : Humera sultana

SUBJECT : NURSING EDUCATION

NAME OF THE TOPIC : STANDARDIZIED TOOLS

GROUP : MSC NURSING 1ST YEAR

TEACHING AND
LEARNING METHOD : LECTURE AND DISCUSSION

AV AIDS : CHART, PPT, FLASH CARDS,

TRANSPERENCE

TIME : 10 AM

DATE :

PLACE : MSC NURSING 1ST YEAR

CLASSROOM

SUPERVISED BY : MRS.v.l.k kamla kumariMADAM

PRINCIPAL,
P. D. S. C. O. N

OBJECTIVES

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GENERAL OBJECTIVE :

By the end of the seminar, the group will be able to gain in depth
knowledge regarding standardized tools

SPECIFIC OBJECTIVE:

At the end of the seminar, the group will be able

To
 Define standardized tools.
 List out purposes of standardized tools
 Enumerate characteristics of standardized tools
 Discuss advantages and disadvantages of standardized tool
 Discuss qualities of a good psychological test
 Describe types of standardized test and tools.
 Discuss in detail about types of standardized tools and tests
 Select test for intelligence of various age groups.
 Find a test suitable according to the requirement.
 Administer the test and understand the responsibilities
 Discuss the growth of intelligence, measurement of intelligence and special
ability of intelligence tests.
 Enumerate various types of aptitude test.
 Discuss interest and personality assessment.
 Describe personality tests and their types.
 Define socioeconomic status scale, tests for special mental abilities and
disabilities.

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 INDEX
SNO CONTENT PAGE
NO
1 INTRODUCTION 5
2 DEFINITION 5
3 PURPOSES 6
4 CHARACTERISTICS 6
5 ADVANTAGES AND DISADVANTAGES 6-7

6 QUALITIES OF A GOOD PSYCHOLOGICAL 7

TEST
7 TYPES OF STANDARDIZED TOOLS 8-40
8  TESTS OF INTELLIGENCE 8-18
9  TESTS OF APTITUDE 18-20
10  TEST OF INTEREST 20-24
11  TEST OF PERSONALITY 24-36
12  SOCIOECONOMIC STATUS SCALE 36-40
13 SUMMARY 40
14 CONCLUSION 40
15 BIBLIOGRAPHY 41

STANDARDIZED TOOL

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INTRODUCTION
Nursing profession require evaluation at different points of time. Nursing teachers
have to evaluate the knowledge and skills of their students while nurse administrators, nursing
staff and public health nurses have to evaluate various parameters of the staff working under
them as well as of their patients and of general public. This scenario brings forth the need of such
evaluation tools which can measure the performance and other aspects of each and every person
with accuracy and without any biasness. This signifies the need and importance of standardized
tools. Standardized tools or tests is a test that is administered and scored in a consistent or
“standard” manner. Standardized tests are designed in such a way that the questions, conditions
for administering scoring procedures and interpretations are consistent and are administered and
stored in a predetermined, standard manner.

In this, we will discuss in detail about the different types of standardized tools.
Standardized tests types ,test of intelligence, tests of aptitude, test of interest, test of personality
and socio economic status scale, mental and physical abilities.

STANDARDIZED TEST

Standardized test have certain criteria of testing to meet the particular objectives. It is
known as standardized test

DEFINITION

1. It is defined as a systematic procedure to find out the answer to the same

question with uniformity direction, time limit and performance should observed one to one and
compare the result it is known as standardized test -

-NIMA BHASKARA.

2. A standardized test is test that is administered, scored and interpreted in the

same way for all test takers.

3. Standardized tests are those test stated the uniformity and equality in the the
scoring and administrating and interpreting the result.

-KP NEERJA.

4. A test administered under controlled or standardized condition is known as a

standardized test.

-JASPREET KAUR

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PURPOSES

1. It is based on objective - in this test can assist common achievement of individual

performance like personality interests, Intelligence , Aptitude etc.
2. It is developed by professional experts and provides reliability and validity
3. It is based on individual capacity.

CHARACTERISTICS

 It should be fixed
 It is specific direction for administering and scoring the test
 It consist of standard content and procedure
 It provides standardized frame of reference determining individual performance
 Constructed by test experts or specialists
 It covers broad or wide areas of objectives and content.
 Selection of items will be done very carefully and the validity reliability,
usefulness of the test is ascertained in a systematic way
 Test has clear directions and it will be motivating ,encouraging students
 Scoring key is provided
 Test manual provides norms for the test.

ADVANTAGES OF USING A STANDARDIZED TOOL

 It provides fair results as all the respondents are administered same questions and
respond in same format.
 Results can be empirically documented.
 The results are reliable and valid.
 If administered on large sample, the results can be generalized and replicated.
 Helps to determine the relative standing of respondents by comparison with set
criterion measure.
 Easy to administer.
 It has clear instructions for the user and the respondent.

DISADVANTAGES OF USING A STANDARIZED TOOL

 Difficult and ambiguous phrasing of questions may be present, which cannot be changed
 Sometimes not appropriate for specific culture, society or settings.
 Permission may be needed from the person who developed the tool. This can be a time
consuming process

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  Use of some tools may require certain amount of payment. Hence, it can be
financially taxing for the person who wants to use it.
 Does not measure creativity, imagination, judgement , good will or ethics.

TYPES OF STANDARIZED TESTS

Frequently used standardized test are psychological tests. These tools help to
describe and measure specific aspects of human behavior. Different aspects of behavior of the
same person at different times or behavior of the same person at different people at the same
time can be assessed by the use of standardized psychological tools. An objective and
standardized description of behavior can be obtained from standardized psychological tests in a
quantitative (numerical) form.

QUALITIES OF A GOOD PSYCHOLOGICAL TEST

OBJECTIVITY: It gives an objective measurement/ result rather than a subjective judgement.

the results are measurable. Objectivity can be maintained by following a uniform pattern of
instructions and scoring. It can also be maintained by using the tool only for the specified
population or group.

VALIDITY: these tool/test measure exactly what they are required or intended to measure, e.g.
a tool for assessing anxiety will measure only anxiety not fear or depression. The test score
provides an appropriate, useful and meaningfull inference. If a test does not measure what
exactly it is supposed to measure, then the test/tool is invalid. If a tool for assessing anxiety,
measure depression or some other parameter instead of anxiety, then it is an invalid tool.

Factors that may influence the validity of a tool includes unclear instructions, ambiguous
phrasing of questions, use of jargon, inappropriate items, ambiguous sequencing of items, more
or less number of items and errors in scoring. Other factors on the part of respondent that may
influence the validity includes lack of motivation/ time to respond, physical illness, emotional or
environmental disturbance and fear of losing the confidentiality.

RELIABILITY: The reliability of a test refers to stability of measurement over time. When a
person's data entry skills are measured on two occasions (with no special training in between),
the two sets of scores should be similar. Reliability is often measured with a reliability
coefficient, which is simply a correlation between sets of scores from people who have been
given the test on two occasions (X = first time score on the test, Y = second time score on the
test)

EASE OF ADMINISTRABILITY

EASE OF SCORING

EASE OF INTERPRETATION

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DESIGN AND SCORING OF STANDARDIZED TESTS

Standardized tools may have different types of questions included them. Some
may have multiple choice questions, while others may have alternate response type questions
(e.g. yes/no), checklists, rating scales, mixed bag and cafeteria selection type questions. scoring
on such tools is inexpensive and less time consuming. Scoring can be done manually or by the
use of computers.

TYPES OF STANDARDIZED TEST

Commonly used standardized tools and tests are as follows:

1. Test of intelligence
2. Aptitude tests
3. Tests to assess interest
4. Personality tests
5. Achievement tests
6. Socio economic status scale,
7. Test for special mental and physical abilities

1. TESTS OF INTELLIGENCE
DEFINITION OF
INTELLIGENCE

1. „It is an organization comprising the abilities of readiness,

correctness and of understanding complicated and abstract things; exhibits necessary
mental control and action is solving problems‟
-SP CHAUBE,1983

2. Intelligence is ability to think

-TERMAN

3. „The aggregate or global capacity of an individual to act

purposefully to think rationally and to deal effectively with his environment
-DAVID WECHSLER

4. Intelligence is creativity
-GUILFORD

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 TYPES OF INTELLIGENCE

French psychologist, Alfred Binet is the father of intelligence test

construction movement.

Based on number of individuals to be tested, intelligence tests can be classified as:

Individual intelligence tests: In this, a single individual is tested at a single point of time.

Group intelligence tests: In this, a group of individuals are tested at a single point of time.

Based on the format, intelligence tests can be classified as:

verbal intelligence tests: These use verbal expression of language or paper and pencil to assess
the intelligence.

Nonverbal intelligence tests: these use nonverbal modes to assess the intelligence of an
individual. for ex: performance tests.

INDIVIDUAL INTELLIGENCE TEST

This test can be administered to only one individual at the time. Individual intelligence can
be assessed by verbal , nonverbal method and performance test.

TYPES OF INDIVIDUAL INTELLIGENCE TEST

VERBAL METHOD: In this method, language ability is essential. The individual can answer
through in a verbal way or by words such as reasoning, memory and numerical abilities. Verbal
test cannot be administered to dumb, young children, or those who does not understand your
language( foreigners).

NONVERBAL METHOD: This test deals with diagrams and pictures. This test is free from
language barriers and do not require reading skills. Non verbal tests can administered to illiterate,
foreigners and natives.

PERFORMANCE TEST: It is also a type of nonverbal test, but in this subject (person) has to
do something. Scoring is done on the basis of performance of the participant. E.g. solving a
problem, assembling a pattern of blocks.

GROUP INTELLIGENCE TESTS

These tests can be administered to a group of individuals at the same point of time.
Individual intelligence tests were first used in France and group intelligence tests were first used

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 in America. Group intelligence tests were used during First world war for selecting soldiers in
larger number.

GROUP INTELLIGENCE TEST TYPES

1. VERBAL
2. NON VERBAL

INTELLIGENCE TESTS BASED ON SCIENTISTS

I. WECHSLER TEST
a) Wechsler adult intelligence test scale (WAIS)
b) Wechsler intelligence test scale for children (WISC)
II. STANDARD BINET INTELLIGENCE TEST
III. RAVENS PROGRESSIVE MATRIX
IV. VINECLAND SOCIAL MATURITY SCALE

I. WECHSLER INTELLIGENCE TEST

This test was developed by American psychologist Wechsler. The Wechsler
adult intelligence scale (WAIS) is a test designed to measure intelligence in adults and
older adolescents. It is currently in its fourth edition ( WAIS-IV).The original
WAIS( Form I) was published in February 1955 by David Wechsler, as a revision of the
wechsler bellevue intelligence scale that had been released in 1939. The fourth edition of
the test (WAIS –IV) was released in 2008 by Pearson.
 Wechsler scale is founded on his definition of intelligence as „the global
capacity of a person to act purposefully, to think rationally, and to deal
effectively with his environment.‟
 He believed that intelligence was made up of specific elements that could be
isolated, defined and subsequently measured. However these individual
elements were not entirely independent, but were all interrelated.from this we
can assess the individual intelligence for all age groups.WAIS –used for
people between ages of 16-75, WISC- used for children of age group between
5-16years.

Test details

The current version of the test WAIS IV( 2008) has 10 core subtests and 5 supplemental
subtests. In this version verbal/ performance versions are removed. These are replaced by index
scores.

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There are four index scores representing major components of intelligence:

1.VERBAL COMPREHENSION INDEX: it includes testing of:

Similarities: this asseses abstract verbal reasoning.

Vocabulary:this assesses the degree to which one has learned, been able to comprehend and
verbally express vocabulary.

Information: this assesses the degree of general information acquired from culture.

Comprehension: this assesses the ability to deal with abstract social conventions, rules and
expressions.

2.PERCEPTUAL REASONING INDEX: It includes testing by using:

Block designs: it assess spatial perception,visual abstract processing and problem solving ability
of the individual.

Matrix reasoning: it assesses nonverbal abstract problem solving, inductive reasoning as well as
spatial reasoning.

Visual puzzles: it assesses spatial reasoning like picture completion test for ability to quickly
perceive visual details and figure weights for quantitative and analogical reasoning.

3.WORKING MEMORY INDEX(WMI)

Digit span: assesses attention, concentration and mental control.

Arithmetic: assesses concentration while manipulating mental mathematical problems.

Letter number sequencing: attention,concentration,mental control.

4.PROCESSING SPEED INDEX(PSI):

Symbol search: assesses visual perception/analysis ans scanning speed

Coding: assesses visual –motor coordination,motor and mental speed as well as visual working
memory.

Cancellation: it assesses visual perceptual speed.

TWO BROAD SCORES are slso generated, which can be used to summarize general intellectual
abilities:

FULL SCALE IQ(FSIQ), based on the total combined performance of the VCI,PRI,WMI, and
PSI

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GENERAL ABILITY INDEX(GAI) based only on the six subsets that the VCI AND PRI
comprise.

 The WAIS-IV measure is appropriate for use with individuals aged 16-90 years. For
individuals under 16yrs, the Wechsler intelligence scale for children (WISC, 6-16YRS)
and the Wechsler preschool and primary scale of intelligence (WPPSI, 21/2 -7 years,
3months) are used.
 A short, four subtest version of the WAIS-III battery has been released, allowing
clinincians to form a validated estimate of verbal, performance and full scale IQ in a
shorter amount of time. The wechscler abbreviated scale of intelligence( WASI) uses
vocabulary, similarities, block design and matrix reasoning subtests similar to those of
the WAIS to provide an estimate of full scale IQ in approximately 30minutes.

ADVANTAGES
 It uses point scale concept instead of age scale.credits/points are assigned to each
item.
 Analysis is made of an individuals ability in a variety of content areas
 It includes nonverbal performance scale.
 This test is available in all languages
 It can be easily applied for all age groups
 Ito t can be administer in shorter form.
 There is possibility of directly comparing an individuals verbal and nonverbal
intelligence.
 It is utilized in populations with psychiatric illness or brain injury, in order to
assess level of cognitive functioning.
 Specific subtests provide information on a specific cognitive function.for
example, digit span maybe used to get a sense of attention difficulties.

II.STANFORD BINET TEST

Stanford Binet (1965) intelligent test is a new version of Binet Simen

Test.In 1905,two French psychologist Binet and Simen discover this intelligence
test.After that it was modified by American psychologist Termon with Binet at
standford university for current use of Intelligence assessment.In1986,it is known as
Stanford Binet Intelligence Test Form

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 Binet defined intelligence as the capacity:

 To find and maintain a definite direction or purpose

 To make necessary adaptations, i.e. strategy adjustment to achieve that
purpose.
 To engage in self criticism so that necessary adjustment in strategy can
be made.

BINET defined two principles of test construction:

1. Age differentiation: age differentiation refers to the fact that with increasing age children
develop their abilities. Thus, older children have greater abilities than do younger ones.
2. General mental ability: Spearman developed his own theory of general ability based on idea
that a single general factor underlies all intelligence.modern theorist have taken this concept
further in gf-gc theory, in which there are two basic types of intelligence: fluid (gf) and
crystallized (gc).
 Mental age is a unit measurement for expressing result of intelligence test. The
concept was introduce in the second revision of the Binet scale in 1908. A subjects
mental age is based on his performance compared with the average performance of
individuals in a specific chronological age group. For ex, if a 6yr old child is said to
have mental age 8.
 Mental age, the intelligence quotient (IQ) is a unit of measure of expressing the
results of intelligence test.Introduced in the Terman 1916 Stanford Binet revision of
the Binet scale, the IQ is the ratio of subjects mental age and chronological age. The
ratio is then multiples by the 100 to eliminate fractions.
IQ = MA × 100
CA

The first edition of the Stanford binet was published in 1916. Stanford binet (1965) Intelligence
test is a new version of binet simon test. In 1905 two French psychologist binet and simon
developed this intelligence test. After that it was modified by American psychologist termon
with binet at Stanford university for current use of intelligence assessment. In 1986 it came to be
known as Stanford binet intelligence test. It is one of first examples of an adaptive test.

THE MODERN BINET SCALE

The fourth and fifth edition of the standard binet test scale continued of innovations and
incorporation of central psychometric and theoretical concepts.Authors developed these in
response to cultural and social changes and new research in cognitive psychology.

The modern 2003 fifth edition provide a more standardized hierarchial model with 5 factors at
the top of the hierarchy is the general intelligence each factors has an equally weighed verbal and
nonverbal measure.

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Placing together the items of similar content in a point scale permits the calculation of specific
scores of each of the 15tests. Thus in addition to an overall scores that presumably reflects, eg.
One can obtain scores related to each specific content area. The drawback is less variety to the
items. In addition, each of the specific 15tests were grouped into one of the four content areas of
factors.

This test is administered to individuals and not in group. It is a cognitive ability and intelligence
test that is used to diagnose development or cognitive deficiencies in young children. There are
ten subsets included in this revision including both verbal and nonverbal subtests. The five
factors being tested are knowledge, quantitative reasoning, visual spatial processing, working
memory, and fluid reasoning.

ADMINISTRATION OF TEST

 Each of the five cognitive factors is measured by a nonverbal subtest and a verbal subtest.
 For every verbal subtest that is used there is a nonverbal counterpart across all
factors.

-takes approximately 1 hour to administer.

-begins with the “Object Series/Matrices” subtest, used to assess nonverbal fluid
reasoning.
-this subtest is also used as a “routing test” , the scores on this test determine where the
examiner being testing on the remaining nonverbal subtests.
-has 36times, uses colored plastic shapes, toys, blocks, then
matrices.
-examiners begins at the estimated ability level of the examinee
-next subtest administered is the vocabulary subtest, used to assess verbal
knowledge.
-this subtest is used as a routing test for all of the remaining verbal subtests.
-starts with an identification of facial features, then toys, then pictures, then word
definitions.

SCORING

Points are summed for each of the subtests and converted to a “scale score”. Scaled subtests
scores have a mean of 10 and a standard deviation of 3.scores can also be computed for
nonverbal IQ, verbal IQ, full scale IQ and each of the five factors. These standard scores have a
mean of 100 and a standard deviation of 15.
-suitable for age range of 2 to 85+ years of age.
-range of possible scores runs from a low of 40 to a high of 160.

Depending on age and ability, administration can range from fifteen minutes to an
hour and fifteen minutes.
This test includes the following subscales:

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Verbal test: reporting digit, defining the word, answering questions, sating similarity and
differences and naming object

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Performance test: drawing cycle or spiral, building wooden box, folding paper in certain way and
pictures. This test is known as intelligence test IQ.

IQ =MA ×100
CA

BASED ON IQ TEST WE CAN DIVIDE OR INTERPRET AS FOLLOWS:

Nearly 95% belongs to low IQ and the 5% belongs to high. Some of the examples of
Binet test/Stanford binet test:

o For 2years old child- various names of body parts on the tap
picture o For 3years old- copy of drawing circle.
o For 4 years old- define words like ball or stove, copy a drawing different type of
square.
o For 9 years old- can rhymes.

Adult can describe differences of meaning of abstracts words.

CURRENT USAGE

 Very useful in assessing intellectual capabilities of people ranging children all the way to
young adults.
 Used for clinical and neuropsychological assessment.
 Used for educational placements
 Used for career assessment
 Used in research on aptitude.

CRITICISM OF STANFORD BINET IQ TEST

 It does not measure adaptive decision-making skills.
 Certain rational thinking skills which are part of day to day life and not taught in
educational institutes are not assessed.
 It ignores a large part of cognitive functioning which is the basis of rational
thought and action.
 The noncognitive domains like motivation, empathy etc. are not assessed.
 Cannot compare people of different age categories, since each children gets a
different set of tests.
 Very young children tend to do very poorly on the test due to the fact that they are
lacking in concentration needed to finish the test.

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III.RAVENS PROGRESSIVE MATRIX

 This test was developed by JOHN C RAVEN, a british psychologist in 1936.it is a

nonverbal group test typically used in educational settings. In each test item, the subject is
asked to identify the missing element that completes a pattern. It based on ability to identify
spatial relationship with object. This test used from 5years of age up to elderly age group. It
comprises of 60 multiple choice questions, listed in order of difficulty. This format aids in
measuring test takers reasoning ability or component of spearmans g, which is often referred
to as general intelligence.
 In each test item, the subject is asked to identify the missing element that completes a pattern.
Many patterns are presented in the form of a 4×4, 3×3 or 2×2 matrix, giving the test its name.
The matrices are available in three different forms for participants of different ability:
1.standard progressive matrices: these were the original form of the matrices, first
published in 1938. The booklet comprises five sets(A TO E) of 12 items each, with items
within a set becoming increasingly difficult, requiring ever greater cognitive capacity to
encode and analyze information. All items are presented in black ink on a white background.
2.colored progressive matrices: designed for children aged 5 through 11 years of age, the
elderly, and mentally and physically impaired individuals. This test contains sets of A and B
from the standard matrices with a further set of 12 items inserted between the two as set A
B.most items are presented on a coloured background to make the test visually stimulating
for participants. however the very last few items in set B are presented as black and white ;in
this way, if a subject exceeds the testers expectations, transitions to set C,D and E of the
standard matrices eased.
3.Advanced progressive matrices: the advanced form of matrices contains48 item,
presented as one set of 12(set1)and another of 36(set2). Items are again presented in black
ink on a white background, and become increasingly difficult as progress is made through
each set. These items are appropriate for adults and adolescents of above average
intelligence.

ADVANTAGES:

1. It can administrate many people at a time

2. It can be given to the people with multiple handicaps.

IV. VINELAND SOCIAL MATURITY SCALE

The vineland social maturity scale is non projective personality measure designed to help
in assessment of social competence. it was developed by American psychologist Edgar Arnold
Doll. It naturally assesses ones maturity status in a particular situation. But it is not primarily an

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intelligence test. This test differs from other test because it is not directly assessing the object but
through care giver like parents, neighbours, nurse etc.., it must be remembered that parents are
naturally biased towards their child and many overestimate their childs capabilities. This score is
recorded in form of SA (Social age)or SQ( social quotient)

The test consists of eight subscales measuring

1. Communication skills
2. General self help ability
3. Locomotion skills
4. Occupation skills
5. Self-direction
6. Self-help eating
7. Self –help dressing
8. Socialization skills

The test is administered during an interview with a parent or other person familiar with the
person being assessed.

USES

1 To assess the individual social behavior skills and relationship

2 To assess the social maturity behavior

3 It is applicable in medical field.

TESTS OF APTITUDE

Aptitude is the innate level of physical or mental competency for doing specific work at a certain
level.in general terms, it is also known as talent. Aptitude is a condition or set of characteristics
regarded as symptomatic of an individuals ability to speak a language, to produce music.aptitude
is something more than ability. It is ability plus suitability of performance.

According to Bingham: Aptitude refers to those qualities characterizing a persons way of

behavior which serve to indicate how well he can learn to meet and solve certain specified kinds
of problems.

Nature of aptitude test:

In born talent: we generally observe people that some are very good in
art, some at music and some in dance with or without training, i.e. inborn
talent. Another important example to understand the importance of
aptitude is that a mango seed will give mango tree not the other tree., i.e.
the seed has the basic potential of the plant hidden in it.similarly human

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 beings have some hidden talents and potentials in them, which can be
nutured to excel in area without much difficulty.
Heredity: it may be heredity, which will make them excel but we observe
that environment also creates interest in that and develop proficiency in
that area. Thus both are responsible for aptitude.

USES OF APTITUDE TEST IN EVALUATION

 Guidance
 Selection for jobs
 Admission
 Help in selection of suitable courses
 Help in identifying suitable candidates for admission into various
professional courses and specialized jobs

Aptitude tests can typically be grouped according to the type of cognitive ability they measure as
follows

Fluid intelligence: it is the ability to think and reason abstractly, effectively solve problems and
think strategically. It is more commonly known as street smarts or the ability to quickly think on
your feet. An example of what employers can learn from fluid intelligence is the employees
suitability for the role for which he/she is applying.

Crystallized intelligence: it is the ability to learn from past experiences and relevant learning,
and to apply this learning to work related situation. Work situation that requires crystallized
intelligence include producing and analyzing written reports, comprehending work instructions,
using numbers as a tool to make effective decisions etc.

BROADLY APTITUDE TEST CAN BE DIVIDED INTO:

SPECIALIZED APTITUDE TEST

1. Mechanical aptitude test

2. Musical art judgement test
3. Scholastic aptitude test
4. Professional aptitude test
-teaching
-Clerical
-medical
-Engineering

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GENERAL APTITUDE TEST

1. Differential aptitude test battery

2. General aptitude test battery
3. Armed services vocational aptitude battery
4. Post graduate selection test
5. Medical college admission test
6. Law school admission test
7. American college test

SOME IMPORTANT APTITUDE TEST ARE

 Minnesota mechanical aptitude scale
 Minnesota clerical aptitude scale
 Multiple aptitude scale
 Stanford scientific aptitude scale
 Teaching aptitude test
Sometimes these tests must be specially designed for a
particular job, but there are also tests available that measure general clerical and
mechanical aptitudes.
An examples of an aptitude test is the Minnesota clerical test which measures the
perceptual speed and accuracy required to perform various clerical duties. Other
widely used aptitude tests include the differential aptitude tests (DAT) , which
assess verbal reasoning, numerical ability, abstract reasoning, clerical speed and
accuracy, mechanical reasoning, space relations, spelling and language usage.
These aptitudes are believed to be related to specific occupations and are used for
career guidance as well as selection and recruitment. Other tests include
questions on percentage, profit and loss problems etc.

TESTS OF INTEREST

Psychological tests to assess a persons interest and preferences. These tests are
used primarily for career counseling.interest tests include items about daily
activities from among which applicants select their preferences. The rationale is
that if a person exhibits the same pattern of interest and preferences as people
who are successful in a given occupation, then the chances are high that the
person taking the test will find satisfaction in that occupation, e.g. qualifax
interest assessment test, faking and social desirability tests
INTEREST INVENTORIES: Jackson vocational interest survey – it measures
two dimensions: work role and work style. It contains 34 basic interest scales. It
is equally applicable to men and women.

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 KUDER OCCUPATIONAL INTEREST SURVEY: Kuder occupational
interest survey was developed by federick kuder -can be administered and scored
on computer
-provides both occupational scores and 10 broad homogenous bsic interest
scores, labeled vocational interest estimates.
SELF DIRECTED SEARCH: it was developed by john holand. It is organized
around individual interest. Procedures calls for self rating of abilities and
reported competencies.
NON PROFESSIONAL INTEREST TESTS: it includes Minnesota vocational
inventory and career assessment inventory.

THE STRONG VOCATIONAL INTEREST BLANK

After world war I, EK Strong jr, and some of his collegues realized that people in
different professional group had different patterns of interests. They began to
examine the activities that members of different professions. It measures career
and leisure interests. The assessment is often used to aid people in making
educational and career decisions. The strong assessment measures interest in four
main categories of scales. General occupational theme(GOT), basic interest
scales bis personal style scales pss and occupational scales. One might expect
carpenters to like wood working, and painting might interest an artist more than a
salesperson.however, strong and his collegues also found that people in the same
line of work had similar hobbies, liked the same types of entertainment and read
the same sorts of books and magazines. With this research as a base, strong set
out to develop a test that would match the interest of a subject to the interest and
values of a criterion group of people who were happy in the careers they had
chosen.this procedure is called criterion keying or the criterion group approach.
They created with this method was the strong vocational interest blank. In
preliminary studies of the test, groups of individuals from many professions and
occupations responded to appx. 400items dealing with likes and dislikes related
to these occupations to leisure activities. The criterion keying then determined
how the interest of new subjects resembled those of the criterion groups.

THE STRONG CAMPBELL INTEREST INVENTORY

In 1974,DP Campbell published a new version of the SVIB, which

he called the strong Campbell interest inventory(SCII). The SCII was Campbell`s
response to shortcoming of the SVIB. Items from both men`s and women`s
forms of SVIB were merged into a single form that included scales devoid of
gender bias. For example, the scales for waiter and waitress were merged ,and
items that

21
 referred to gender(for example ,salesman) were approximately modified. After
many years of study,Holland had postulated that interest express personality and
that people can be classified into one or more six categories according to their
interests.

HOLLAND`S SIX PERSONALITY FACTORS

Holland found that people needing help with career decisions can be
supported by understanding their resemblance to the following six deal
vocational personality types:
 realistic (R)
 investigate(I)
 artistic (A)
 social(S)
 enterprising (E)
 conventional (C)

THE CAMPBELL INTEREST AND SKILL SURVEY(CISS)

David Campbell began working on the strong vocational interest blank in 1960
when he was a graduate student at the university of minnestoa. The CISSS asks respondents to
assess their degree of interest in 2000 academic and occupational topics. Further, it it assess the
deghree of skill in 120 specific occupations. The CISS ultimately yields a variety of different
types of scales. These are summarized in the following table. For each of this scales, an interest
level and skill score are offered

In addition to this specific scales, the CISS offeres an academic focus scale that helps test takers
understand how comfortable or successful they maybe in an academic setting,and extroversion
scale that helps guide them to occupations with appropriate amount and intensity of interpersonal
relations.

THE KUDER OCCUPATIONAL INTEREST SURVEY(KOIS)

The kuder occupational interest survey ranks second in popularity. It is one of several interest
scales that grew out of original kuder preference survey published in 1939. Throughout the years,
the kuder has offered a unique alternative to SVIBSCII-CISS.

The KOIS presents the test taker with 100 triad of alternative activities .

For each triad,the test taker selects the most preferred and the least preferred alternatives.
Scoring of the KOIS scales gives the same information yielded by the earlier kuder preference
surveys-data on 10 general occupational interests(for example,outdoor interests versus social
service interests).

22
The KOIS examines the similarity between a test taker`s interests and those of people employed
in various occupation in a manner much like that of the SCII and CISS. The KOIS has developed
separate norms for men and women. The KOIS also has a separate set of scales for college
majors. It helps in suggesting which occupational grou[p might work best with a test taker`s
interests, the KOIS may also help students choose a major( diamond and zytowski,2000).

THE JACKSON VOCATIONAL INTEREST SURVEY

The Jackson vocational interest survey(JVIS), revised in 1995 and copyrighted in 1999, is used
for the career education and counseling of high-school and college students. It can also be used
to plan careers for adults, including those who want to make midlife career changes. Douglas
Jackson ,the developer of the measure,was strongly influenced by psychometric pioneers from
educational testing sevice(Jackson,2002).

The JVIS consit of 289 statements describing job-related activities. It takes 45 minutes to
complete, and the scoring yields 34 basic interest scales. The test construction carefully avoided
gender bias. The scale employs forced-choice formats in which the respondent must indicate a
preference between 2 equally popular interests.

THE MINNESOTA VOCATIONAL INTEREST INVENTORY

The Minnesota vocational interest inventory(MVII) is designed for men who are not
oriented towards college and emphasizes skilled and semiskilled trades( Clark 1961;clark and
Campbell,1965). Modeled after SVIB scales, the MVII has nine basic interest areas, including
mechanical interests, electronics, and food services, as well as 21 specific occupational scales,
including those for plumber,carpenter, and truck driver. The MVII has been used extensively by
military and by guidance prigrams for individuals who do not go to college.

THE CARRER ASSESSMENT INVEMTORY

The career assessment inventory(CSI) was developed by Charles B. Johansson. The CAI
is written at the sixth-grade reading level and is designed for the 80% of US citizens who have
fewer than 4 hours of postsecondary education. The CAI provides information similar to that
yielded by the SCII and CISS. Each test taker is evaluated on hollands six occupational 5heme
scale: realistic, investigative, artistic, social enterprising an0d conventional. The second portion
of CAI report describes basic interests. Each test taker is evaluated in 22 specific areas, including
carpentry, business, and food service. The third section of the repot is a series of occupational
scales. Scores for 89 occupational scales on the CAI were obtained by using a criterion keying
method. The interests of the test takers are matched to the interests of truck drivers, secretaries,
waitpersons, and so forth.

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TEST OF PERSONALITY

A personality test is a standardized tool or questionnaire which reveals different aspects of an

individual`s character for psychological make-up.

Definition

 the aggregate of the physical and mental qualities of an individual which will
interact and function in characteristic fashion with the environment –taylor(1982)
 personality means once inner or outer circumstance suitable with his
environment-duun
 personality refers to `factors1 inside people that explain their behavior. The sum
total of typical ways of acting,thinking,and feeling that makes a person unique. -
mackinnon(1959)
 are enduring patterns of perceiving,relating to, and thinking about the
environment and oneself that are exhibited ina wide range of social and personal
context. – DSM-IV-TR(2000)

personality= inner+ outercircumstances

environment

THREE FACTORS TO CONSIDER EHWTTHREE FACTORS TO CONSIDER

WHEN DEFINING PERSONALITY
 individuals are unique
 individual behave differently in different situations
 although individual are unique and behave inconsistely across situations,there is
considerable commonality in human behavior.

TECHNIQUES OF PERSONALITY ASSESSMENT(UNIQUE TRAIT OF INDIVIDUAL)

Assessment of personality involves observing specific behavior ubder

specified conditions as well as relationship between the stimuli. Assessment has 4 characteriscs
that leads themselves into differences. These are nature of stimuli, nature of situation,nature of
instruction given and nature of response required.

CLASSIFICATION OF TESTS

According to Campbell(1950)

1. structured tests: in these tests the subjects are exposed to limited number
situation/alternatives which are predetermined/planned. The subject has to
respond only as per the alternatives given.

24
 2. Nonstructurted tests: in this the participant if free to respond as per his/her
will/choice
-disguised test: the subject doesn‟t know how the responses will be
interpreted by psychologist.
-nondisguised test: both the experimenter and subject have same
understanding abot the purpose of the test.
Hence ,the test can be:
- Structured disguised
- Structured non disguised
- Nonstructed disguised
- Nonstructed nondisguised
Additional made by Campbell in 1957:
3. Voluntary test: subjects respond that whether something describes them or
not as well as whether they like or dislike anything. For example, personality
inventory.
4. Objective test : it is self-repot method in which subject gives a short/one
word correct response. For example, asking the subject to correct action
during a problem.
Other personality assessment technique involves
- Projective tests: these are nonstructured disguised types of tests. These
maybe be associated with theories that are clinically oriented and part
emphasis on unconscious factors. For example, Rorschach ink blot test.
- Psychometric tests: these are structured voluntary type of tests. These are
commonly associated with empirical theories that accept verbal repots as
useful data, e.g. questionnaires
- Subjective tests: these are nonstructed and non disguised type of tests.
These are mostly associated with clinically oriented theories. It revels
what the respondent perceives about his external environment, eg
interview technique
- Objective behavioral tests: these are structured and objective type of
tests. They are associated with empirical theories related to behavioral
data.

METHODS OF PERSONALITY ASSESSMENT

1. Where one can see how one individual behave in actual life
situation: Observation technique
Situation technique:any assignments
2. Where one can find out what an individual says about him:
- Subject-autobiography

25
 - Personality inventory
- Interview
3. Technique by which one can find out what others say about the individual whose
personality is under assessment.

Objective:

- case history

- Biography

-Rating scale

- sociometry

4. techniques by with one can find how an individual reacts to an imaginative situation involving
front any,e.g. projective.

5. techniques by which one can determine same personality variables in terms of physiological
responses by measuring instruments, e.g. lie detector.

OBSERVATION METHOD

It helps to study the behavior pattern of an individual in the actual situation. Certain
specific goals must be set before obvserving the individual . observation should be free of
biasness. Observered information must be recorded,noted or analyzed as soon as possible.
Observation can be :

- Participatory observation: in thius the observer becomes the part of the

group or activity under observation. Certain devices like tape recorder,
camera, etc.
- Nonparticipatory observation: observer remains aloof from the group
and observers the situation/subject. Indirect means like records,etc. may
also be used. The above observation maybe concealed(i.e.subject is
unaware of being observed) or revealed(I,e. subject is aware of being
observered)

SITUATIONAL TESTS

- In these types of personality tests, subject is expected to perform actions

related to personality traits which are being assessed, under the artificial
situations being created by evaluator. For example, to assess the level of
patience, certain situation may be created and the subjects reponses maybe
noted. These test include:

26
INTERVIEW

In this information about subject`s personality is collected from the subject himself in a
face to face interaction. It is a subjective self-report technique.it can be structured( a pre
developed questionnaire is there and and a questions are asked in the same sequence) or
unstructured( content and order of questions is dependent upon the answers given by the
subject). Personality traits of different subjects can be compared with the help of structured
interview.

 It is the most popular method

 Appearance, bearing , speech can be noticed
 To evaluate for employment and for education as well as
identifying personality trait
 Body language to be observed, i.e. posture, movements of hand
and facial expression
 Responses may be vary depending upon the tone and behavior of
the interviewer.
 Respondent must be well ensured that confidentially will be
maintained.
 The interviewer must be well trained and competent to assess the
specific personality trait.
 It is flexible tool. It permits explanations, variations and
adjustments according to the situation

QUESTIONNARIE

In general the word questionnaire refers to a device for securing answers to questions by using a
form which the respondent fills himself(good and hatt)

 Written method of merge personality

 Very easily checked and scored.
Goode and hatt developed questionnaire,related to personality which consit of series of
iitems by using a form which the respondent responses by himself. Thses responses are
taken into consideration for personality assessment. It is useful for assessing both
qualitative and quantitative information.

PERSONALITY INVENTORIES

 Responses about individual`s personality are sought by using a list of specially

designed items

27
  It resembles questionnaire in many aspects like administration, scoring
interpretation ,etc. but there are two major differences between the two;

Questionnaire is a general device and can be used for collecting all types of information.(not
only connected with personality or behavior).whereas personality inventory is specifically
designed to assess the personality traits of the individual

Questionnaire`s are generally addressable to the second person. For example, do you often fee
lonely? yes/no. however , personality inventories are generally addressable to the first person.
For example, I often feel lonely yes/no.

The best known personality inventory is Minnesota multiphase personality inventory (MMPI). It
is considered as the gold standard in personality testing.

The original MMPI was first published by university of Minnesota press In 193 it was replaced
by MMI 2 in 1989. A version for adolescents MMPI-A was published in1992 an alternative
version of the test, the MMPI-2 restructured form (MMPI-2-RF),published in 2008, retains some
aspects of the traditional MMPI assessment strategy, but adopts a different theoretical approach
to personality test development. It is a practical test of personality measurement. It consist of 550
verbal items to which person has to respond in true, false and `cannot`. The scale is useful in
measuring the anxiety, hostility, hallucination, phobias, and suicidal impulses. It differentiates
various types of neurotic and psychotic behavior. The ten personality scales are normally scored
on MMPI.

Purposes: to distinguish `normal from `abnormal`

Test asks for answer. T or F or cannot say about different personality taints like attitudes
environmental reaction, physiological and psychological symptoms and past experience.

Dr murthy HN of NIMHANS :reduced into 00 items called multiphase questtionnarire.

Counseling and research used for selection for employment or promotion. They cover health
,psychosomatic symptoms, behavior, disorder motor disturbances, sexual religious political and
social attitude and marital affairs.

MMP1 score: 9 clinical areas named on psychiatric

- Hypochondriaasis
- Deoressionn
- Psychosthenis
- Hypomania
- Schizophrenia
- Individual social
- Social work skill

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 - Psychosomatic disorder.
Disadvantages of questionnaire and personality inventory
- Responses maybe biased.
- Responses for all items may not be obtained.
- Respondent may be unaware of their positive points.
- Only selected responses may obtained.
- Guesswork may be used for responding.

PROJECTIVE TECHNIQUE

Henry A Murray was the person to use projective technique in 1938 in relation to personality
assessment.

- helps to study what is inside a person rather than what can be seen in a
person`s behavior.
To find out more about a person`s feelings unconscious desire and inner
thoughts.
- Assess the total personality and not fragment wise
- In this technique, unstructured stimuli are provided to the subject and
subject is free to structure them in any way as per his preference while
doing so, the subject unconsciously projects his own views, which
provides a clue about overall personality of the subject.
- Stimulus behavior is unstructured and subject must impose his own
structure which is meaningful.
- It is a indirect method of testing personality.
- Subject has freedom of response.
- Interpretation is broad.

RORSCHACH INK BLOT TEST

 This was the first projective test and still widely used. It was
developed by swiss psychologist herman Rorschach(1920)
 Rorschach constructed each stimulus card by dropping ink onto
apiece of paper and folding it. The result was unique, bilaterally
symmetrical form on white background. After experimenting with
thousands of such blots, Rorschach selected 20.
 Finally 10 cards were selected, 5 were black and gray, 2 contained
black,gray and red and three contained pastel colors of various
shade.

29
TEST ADMINISTRATION PROCEDURE

 The rorschach is an individual test. In the administration procedure, each of the 10 cards is
presented to the subject with minimum structure.
 After preliminary remarks concerning the purpose of testing, the examiner hands the first
card to the subject and asks something like, `what might this be? No restriction is placed on
the type of response permitted, and no clues are given concerning what is expected?
 If the subject asks for guidance or clarification, the examiner gives little information. If for
example ,the subject asks,` do I use the whole thing or just a part of it?` the examiner replies,
`as you like` or whatever you choose`.
 Anxious subjects or individuals who are made uncomfortable by unstructured situations
frequently asks question, attempting to find out as much as possible before committing
themselves. The examiner, however, must not give any cues that might reveal the nature of
the expected response.
 The idea is to provide as much ambiguity as possible so that the subjects response reflects
only the subject. If the examiner inadvertently provides too many guidelines, the response
may simply reflect the subjects tendency to perform as expected or to provide socially
desirable response. Therefore, an administration that provides too much structure is
antithetical to main idea behind projective tests.
 Each card is administered twice. During the free association phase of the test, the examiner
presents the cards one at a time. If the subject gives only one response to first card, then the
examiner may say `some people see more than one thing here`. The examiner usually makes
the remark only once . if the subject rejects the card- that is , states that he/she sees nothing-
then the examiner may reply most people do seesomething here, just take your time`.
 The examiner records every word and even every sound made by the subject verbatim. In
addition, the examiner records how long it takes a subject to respond to card(reaction time)
and the position of the card when response is made(upside down,sideways).
 In the second phase, inquiry, the examiner shows the cards again scores the subject`s
responses. Responses are scored according to at least five dimensions, including
location(what determined the response),form quality(to what extent the response matched the
stimulus properties of the ink blot),conent(what the perception was),and frequency of
occurrence( to what extent the response was popular or original;popular responses occur once
in every three protocols on average).
INTERPRETAION AND SCORING OF RESULT
In scoring for location,the examiner must determine where the subject`s perception is located on
the ink blot:
 To facilitate determing this location,a small picture of each card, known as the location
chart is provided.if necessary, on rare occasions, an examiner may give subject a pencil
and ask the subject to outline the perception on the location chart.

30
  In scoring for location, the examiner notes whether the subject used the whole blot (W), a
common detail(D), or unsual detail(Dd). Location may be scored for other factors as
well ,such as the confabulatory response(DW).
The core of scoring revolves around coding the response according to all the blot features
that have contributed to the formation of the response.
The following characteristics are coded:
 Form
 Movement:when any movement occurred in the response.
 Chromatic color:when color is used in the response.
 Achromatic color: when black,white or grays are used in the resp[onse.
 Shading-dimension: when shading is used in the response
 Form dimension:when dimension is used in the response without reference

USAGE
This test can be used to assess the:
 Degree of intelligence and control of the subject on his action
 Emotional aspect
 Mental approach to given problems
 Creative and imaginative capacities
 Security and anxiety
 Personality growth and development
 Phobia, sex disturbances, and sever psychological disorder can be detected which serve
as a guide for treatment program.

THEMATIC APPERCEPTION TEST(TAT)

The thematic apperception test or (TAT), is projective measure intended to evaluate a
persons patterns of thought, attitudes, observational capacity, and emotional responses to
ambiguous test material.it was developed by henry murray and morgan to perceive certain
picture in thematic manner. It explores the underlying hidden drives , complexex and conflicts of
the personality. It suits for adolescents and adults. It reveals underlying motives,concerns, and
the way they see the social world through the stories they make-up about ambiguous pictures of
people.
 It is popularly known as picture interpretation technique because it contains series of
pictures about which subject is asked to tell a story.
 The subject is asked to tell a dramatic a story as they can for each picture presented,
including the following:
- What has held up to the event shown/
- What is happening in the moment?
- What the characters are feeling and thinking?
- What the outcome of the story was?

31
 The complete set of version contains 32 pictures cards.although murray
recommended using 20 cards,most practitioners choose a set of between 8 and 12
selected cards.
 Examinee is asked to create a story about each picture.
 TAT consist of three sets of pictures, one set is used with both men and women and a
second set only for men and third only for women.
 Projective test still used in clinic psychology
 Patient`s responds to care with ambiguous drawings by telling a story and describing
needs of characteristics item.
 Patient`s project their own needs to the cared
 Believed that he would project his own experience,biographical date, major conflicts,
intrest and problem into his description of pictures.
 During testing, the person is shown each sketch and asked to make story about people
. this is repeated several times and asked to collaborators.
 Focus on how people feel, how they interact, what events led up to the incident
depicted in the sketch and how story will end.
 Content analysis of themes that emerge from the stories.
 Psychologist counts the number of times the cental figure in a TAT story is angry,
over looked, jealous and threatened.

INTERPRETATION OF TAT
 There are 2 basic approaches to interpreting responses to the TAT i.e.
nomothetic and idiographic
 Nonmothetic interpretation refers to practice of establishing norms for
answers from subjects in specific age, gender, racial, or educational level
groups and then measuring a given subject`s responses against those norms.`
 Idiographic interpretation refers to evaluating the unique feature of the
subjects view of the world and relationships
In interpreting responses to the TAT, examiners typically focus their attention
on one of 3 areas;the content of the stories that the subject tells;the feeling or
tone of the stories;or the subjects behaviors apart from responses. These
behaviours may include verbal remarks(for example coments about feeling
stressed by the situation or not being a good storyteller)as well as nonverbal
actions or signs(blushing stammering,fidgeting in the chair, difficulties
making eye contact with the examiner,etc) the story content usually revelas
the subjects attitude ,fantasies,wishes, inner conflicts and view of the outside
world. The story structure typically reflects the subjectas feeling, assumptions
about the world,and an underlying attitude of optimism or pessimism

32
RESULTS OF TAT

The results of the TAT must be interpreted in the context of the subjects
personal history, age,sex,level of education,occupation,racial or ethnic
identification,first language,and other characteristics that may be important.

AREAS OF TAT

 Family relationship
 Motivation
 Inner fantasies
 Level of aspiration
 Social relationship
 Feeling of sex:urge

USAGE: Used to assess

 Locus of problem
 Nature of needs
 Quality of interpersonal relationship
CRITCISM
 Limited empirical value
 Poor realiabilty when scored
 Selection of cards is not standardized
 Lack of norms
 Clinicians rely on qualitative impressions
MERITS OF PROJECTIVE TECHNIQUE
 Nature of appraisal made by these techniques is usually well-disguised
 There is no danger of distortion of response or to give selective responses by the subject
 Tasks presented to individual usually novel and unstructured. So it saves from danger of
practice and coaching effects from which most test suffer
 Wide scope and area of application
 Little or no demand academic skill or literacy
 Equally useful foer children as well as adults

LIMITAIONS OF PROJECTIVE TECHNIQUE

 Standardized projective tests are costly

33
OTHER PERSONALITY TESTS

SENTENCE COMPLETION TEST

It is a simple test to assess the subject regarding inner concepts of object or environment.
The test includes a list of incomplete open ended sentences,which require completion by
the subject in one or more words. The subject is asked to go through the list and answer
as quickly as possible (without giving a second thought to th his answer). subject
completes the sentence in his own desired words e.g
I like…………?
My hope
is………?

ADVANTAGES

 Can apply in litrate

 Identifies the wishes, desire and inner concepts.
 Able to express in own words
 Considered superior to word association as the respondent respinds with more
than one word
 Possibility of grater flexibility and variety of responses can be received
 More areas of personality and experience may be tapped

DRAW TEST

It is one of the art form of test. There is no limitation for the subjects to express
their ideas. It is like painting and drwing.it is a basic test to identify individual
creativeness,eg the evaluator may ask the person to draw a woman,man,house or
tree, etc. from the picture one can identify the size of the picture , quality of the
picture,coloring of the pivcture and their emotional excitement,. Based on this, an
assessment of the individual`s personality can be made.

DRAW A PERSON:EXPRESSIVE TECHNIQUE

The most popular and commonly used expressive technique is draw a man
technique test developed by good in 1926. The basic assumption for the use of
this test is that drawing of person represent unconscious projections of self –
image and also as a rough estimate of intelligence.

WORK ASSOCIATION TEST(WAT)

In this technique there are number of selected words.

The subject is told that:
 Examiner will speak a series of words, one at a time

34
  After each word, the subject has to reply as quckly as possible with the
first word that comes to his mind
 There is no right or wrong response
 When the subject gives a quick response word, he is taken unaware of and
his unconscious process directs his association.

CALIFORNIA PERSONALITY INVENTORY

This test was developed by G Cough in 1975 it is consist of 480 items. Item consistent of social ,
educational vocational and issues.

USES
 It Provides information regarding social behavior and social problems
 CPI consist of nearly 18 scales to assess social behavior of the individual.

MYER`S VRIGGS PERSONALITY TEST

 It is a new method to assess the individual personality it consist of 426 items for assess
introvert theory of extravert and introvert. Extravert means socialable person(express the
feeling) introvert means self-oriented unsocialable/un interest to other feeling.introvert
people self –oriented activity /aloof or alone.
 These 2 personalities can identify through the Myer‟s Brigg‟s personality test . this test
only can identify external personality eternal view with his environment or situation but
100% it is not reliable even though this test can do for psychhatric patient or social
maladaptive individual.
 Now days through the computer are telecommunication also can views to assess the
personality. It is known as:
a) Computerized questioner method
b) Computerized interview
c) Through the online submission method.
The common type of personality tests include:
 Myers vriggs type indicator: the myers-briggs type indicator (MBTI) assessment is
psychometric questionnaire developed for assessing preference in how people perceive the
world and take decisions.jung theorized that there are 4 principal psychological functions by
which we experience the world: sensation, intuition, feeling and thinking. one of these 4
functions is dominant most of the time.
- The initial questionnaire grew into myers briggs tpe indicator,which was first
published in 1962. The MBTI is constructed for normal populations and emphasize
the value of naturally occurring differences. Robert kalpan and dennis saccuzzo

35
 belive `the underlying assumption of the MBTI is that we all have specific
preferences underline our interests,needs,values and ,motivation.
- Jungs typological models regards psychological type as similar to left or right
handedness:individuals are either born with or develop,certain preferred ways of
perceiving and deciding. The MBTI sorts some of these psychological types. None of
these types are better or worse.
- The 16 types are typically reffered to by an abbrivation of 4 letters- the initial letters
of each of their 4 type preferences(except in the case of intuition,which uses
abbreviation N to distinguish it from introversion). For instance
 EST :extraversion, sensing, thinking judgemnt
 INFP: introversion, intuition , feeling, perception
The tool has 93 forced choice questions, i.e. individual has to choose only one of the 2
possible answers to each question. The choices are a combination of short statements and
word pairs. Participants may leave the question unattempted if they feel difficult to choose
among the two options.

USES
The indicator is frequently used in the areas of pedagogy,career counseling, team building,
group dynamics, professional development, marketing, family business,leadership
training,executive coaching,life coaching personal development and marriage counseling

SOCIOECONOMIC STATUS SCALE

 Socioeconomic status(SES) in an economic and sociological combined total measre of a
person`s work experience and of an individual`s or family`s economic and social position
in relation to others,based on income,education and occupation. When analyzing a
family`s SES, the household income.earners` education, and occupation are examined, as
well as combined income, versus with an individual,when their own attributes are
assessed.
 Socioeconomic status(SES) is one of the most important social determinants of health
and disease,thus, widely stuied constructs in the social sciences. Usually composite scales
are used to measure. SES, which has a combination of social and economic variables.
Several ways of measuring SES have been suggested for categorizing different rural and
urban population in last decades.
 The most widely used scale for urban population is kuppuswamy`s socioeconomic scale,
which was devised by kuppuswamy in 1976. Kuppuswamy scale is a compiste score of
education and occupation of the head of the family along with monthly income of the
family , which yields a score of 3- 29. This scale classifies the study populations into
high,middle, and low SES.

36
 KUPPUSWAMY`S SOCIOECONOMIC SCALE
(sources:kumar N ,gupta N, kishore). Kuppuswamy`s socioeconomic scale: updating
incoming ranges for the year 2012. Indian J public health(serial online) 2012 (cited 2016
jun 15); 56:103-4.)

LIMITATION AND UTILITY

 Overemphasis on income
 This toolneeds to be updated timely as price index is increasing.(as this scale is
condumer price index based)
 Educational and occupational factors need to be revised by using suitable survey
methods.

 Mental disability is defined as any mental disorder,developmental disorder or learning

disorder, regardless of the cause or duration of the disorder.
 These tests are used to assess cognitive function,personality,interpersonal relationship
and diagnostic clarification
For assessment of cognitive function
- Memory wechlser memory test-assess immediate,recent and
remote recall
- Attention and concentration
- Color cancellation test: subject is asked to cancel the color dots
- Knox xube test: fine cubes are kept. Patient should mimic the
examiner.
 Intelligence testing : as discussed on detail previously in the chapter
- Binet kamat test for age group of 3-22 years
- Bhatia`s performance battery of intelligence
- Wechlser adult intelligenecce scales
 Personality tests
- Questionnaires: eysenck personality inventory(EPI) and Minnesota
multiphasic personality inventory (MMIP)
- Projective techniques: Rorschach ink blot test and TAT
 Interpersonal relations test: bell`s adjustment inventories, Rorschach ink bolt test
and TAT
 Diagnostic clarification: Rorschach ink blot test, TAT , 16- personality factor
test,MMPI ,sentence completion test, draw a person test, bender gestalt test.
 Standardized testing is a cornerstone of education today. Tests, administered by state
education departments,are also at the center of controversy for many teachers and
education reformers

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  Standardized testing in the united states ramped up in 2002 due to adoption of the no
child left behind act. The act aimed to hold all public schools to a high standard of
education ,measured by their students` scores in statewide standardized tests.
 But for over a decade, many educators and parents have railed to fix what they see as
problems with standardized testing. According to these objectors,standardized testing
in its currents forms is bad idea for the following nine reasons.

THE STAKES ARE TOO HIGH

 Under the no child left behind act,test scores impact how much funding a
school gets from the government, as well as how much autonomy a school
has. Low-performing districts run the risk of state officials taking over
operations and leaving them with little freedom to make independent
decision. Schools with low scores are required to make` adequate yearly
progress`, a specific measure of improvement year to year
 Critics of the no child left behind act say that there is immense pressure on
school officials,teachers,students, and parents. That pressure to succeed
creates a poor environment for learning-an environment of fear, rather
than discovery.

TEST SCORES CAN NOT ACCURATELY MEASURE LEARNING

 In a 2013 speech to the American educational research association, secretary of education
arne Duncan said that much of the criticism of standardized testing is warranted.`state
assessments in mathematics and englishoften fail to capture the full spectrum of what
students know and can do,`he said.`students,parents, and educators know there is much
more to a sound education than picking the right answer on a multiple choice question.`
 Standardized tests, by virtue of being multiple choice,do not allow for students to express
themselves.many critics advocate for assessments that are open ended.

TEACHERS ARE` TEACHING TO THE TEST`

A study by the national centre for research on evaluation,standards and student testing found that
teachers have started planning their curricula around state tests. This phenomenon is called `
teaching to the test,`which can entail teaching only material that will be seen on tests or simply
teaching test-taking skills operation of high –stakes testing claim that will tests at the center of a
year`s curriculum,teachers lose some of the dynamism and creativity that makes school effective
and enjoyable-that there is no value placed on concepts and hands-on projects that require a
greater challenge than what can be tested in a multiple choice format.

STANDARDIZED TESTING EATS UP INSTRUCTION TIME

 Former texas state senator ted Lyon found that high school students in texas spend
between 29 and 45 days a year taking tests . in Tennessee,studentsspend six

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 weeks in testing a year, and California`students spend four,according to
policymic.com.thses numbers don`t include the weeks and months spent on test
preparation classes and benchmark practice exams.
 Schools are forced to make tough choices about course offering to accommodate
time spent preparing for standardized tests. Subjects such as art, music, and
certain physical sciences are not tested, and their schools. When new yorks citys
scores dropped in 2010,many schools added two-and-a-half-hour test preparation
sessions daily and additional test practice over holiday vacations, according to
local papers. Decisions like this risk compromising the quality of public
education, especially in high-need areas.

HIGH STAKES HAVE LED TO CHEATING AND SCORE MANIPULATION

 The largest cheating scandal in recent history was discovered in Atlanta

during 2012-2013 school year.over the past decade, students in Atlanta
had shown more highly improved test scores than in any other districts.
But evidence of wide cheating conspirancy invalidated those scores and
left administrators with little idea about how effective instruction had been
over those ten years. In 2013, education research organization fair test
published a list of confirmed cases of state test score manupilation in a
least 37 sstates and Washington,DC.
 Critics of standardized tests say that in addition to being tempted to
cheat,school administrators may also be tempted to push low-performing
students into special education,so their performance will not impact
schools` and districts` cumulative scores.fair test found that high-stakes
testing may push administrators to arrange for low-scoring students to
absent on test day or leave the school completely

TEST INCLUDE CULTURAL BIASTEST INCLUDE CULTURAL BIAS

 Studies published by the Harvard education review and rethinking schools.org have
highlighted the problem of cultural bias in standardized tests. The main argument fueling
the debate is that standardized tests ask students to draw on knowledge rhat theyare
unlikely to obtain in school.
 W james popham, an expert on educational assessment, says that students students draw
from three sources when taking standardized tests:their natural intellectual ability,what
they learn in school. For the test to be fair,popham asserts, the first two should be the
only factors that contribute to a student`s score.`if children come from advantages
families and stimulus- rich environments,then they are more apt to succeed on items in
standardized achievement test items than will other children whose environments do not
mesh

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 as well with what the tests measure,`he writes. Crtics contend that outside
knowledge consistently comes into play, making standardized tests unfair.

POOR TIMING KEEPS TEACHERS FROM UTILIZING TEST RESULTS

 US secretary of education arne Duncan, and other critics of standardized test,say

that their results do not help address students neds.`results come back months
later,usually after end of the school year,when their instructional usefulness has
expired,`Duncan said,fourth grade students,for example ,are tested on their
knowledge at the end of fourth grade, and by the time schools receive the data,
those students are already in fifth grade,preparing for fifth grade exams. This does
not allow teachers to adjust their teaching style or make adjustments for
individual students.

TEST ANXIETY IMPEDES LEARNING

Standardized tests place a heavy weight on students that can lead to anxiety. Test anxiety
became such a serious issue that in 2002, California state tests included instructions for
teachers on what to do if a student vomits on the test.
For students who have to pass a standardized test in order to advance to the next grade or
to obtain a diploma,test anxiety can soar. Because anxiety can be paralyzing, students
may forget facts theyhad memorized or how to perform simple mathematical operations.
In this way, the pressure placed on students to perform well ends up impleding the very
thing standardized tests are designed to assess: how much students know.

SUMMARY
A standardized test is a test that is administered and scored in a consistent, or
"standard", manner. Standardized tests are designed in such a way that the questions,
conditions for administering, scoring procedures, and interpretations are consistent [1]and
are administered and scored in a predetermined, standard manner.Purposes includes
based on objective and is developed by professional experts.characteristics include fixed,
specific direction,standard content and procedure.types includes tests of intelligence, tests
of aptitude,tests of interest, tests of personality, and socio economic status scales.

CONCLUSION:
standardized test is a test that is administered and scored in a
consistent, or "standard", manner. Standardized tests are designed in such a way that the
questions, conditions for administering, scoring procedures, and interpretations are
consistent]and are administered and scored in a predetermined, standard manner.Purposes
includes based on objective and is developed by professional experts.characteristics
include fixed, specific direction,standard content and procedure.types includes tests of
intelligence, tests of aptitude,tests of interest, tests of personality, and socio economic
status scales.

40
BIBILOGRAPHY

1. JASPREET KAUR, text book of nursing education, 1st edition, jaypee

brothers publications, pg no 200-280
2. BASAVANTHAPA B, Text book ofNursing education 1st ed. New delhi:J.P
Publisher,2003 pg no 230-250.
3. BASKARA RAJ D. ELLAKUVANA. BHASKAR NIMA. Text book of
nursing education. 1st ed. bangalore :EMMESS medical publishers.2013 pg no
420-430
4. Neeraja KP. Text book of nursing education. 1st ed. New delhi :jaypee
brothers medical publisher;2007
5. Ests.e-psychometrics.com/myIQ.html

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