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Standardized Tools

Standardized Tools

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‡ ³Trust in the lord with all your heart, and lean not on your understanding: In all your ways

acknowledge him, And he will make your paths straight´

Standardized tools

INTELLIGENCE
‡ Refers to the abilities involved in learning and adaptive behavior ‡ Intelligence tests Designed to measure a person¶s general mental abilities ‡ Exactly what makes up intelligence is a matter of debate

‡Group Intelligence Tests .INTELLIGENCE TESTS ‡Individual intelligence tests.

INDIVIDUAL INTELLIGENCE TESTS ‡ The stanford Binet Intelligence scale. ‡ SB5 ‡ Weschler Intelligence Scale ‡ Other Intelligence Scales .

THE STANFORD-BINET INTELLIGENCE SCALE ‡ Binet-Simon scale First test of intelligence. score A score of 100 is considered average .Q. developed to identify children who might have difficulty in school Binet developed the concept of mental age in children ‡ Stanford-Binet scale L. Terman¶s adaptation of the Binet-Simon scale Terman introduced the I. M.

mental retardation . children. or giftedness. adolescents and adults. developmental delay.Purpose of the test ‡ help determine the level of intellectual and cognitive functioning in preschoolers. and assist in the diagnosis of a learning disability. .

Not being comparable for all age ranges 2. No longer thought that IQ remains constant 3. Administration and interpretation of results of the Stanford-Binet Intelligence Scale requires a competent examiner ring a child's development .Precautions to the test 1.

30 minutes.Description ‡ between 45 to 90 minutes. ‡ comprised of four cognitive area scores which together determine the composite score and factor scores: Verbal reasoning Abstract/visual reasoning Quantitative reasoning Short-term memory . but can take as long as two hours.

‡ The Abstract/Visual Reasoning area score 1. problem-solving skills through the use of reasoning.‡ The Verbal Reasoning area score Measures verbal knowledge and understanding obtained from the school and home learning environment and reflects the ability to apply verbal skills to new situations. visual/motor skills 4. the ability to visualize patterns. . 2. ability to interpret and perform mathematic operations. 3.

The Quantitative Reasoning area is combined with the Abstract/Visual Reasoning area score to create an Abstract/Visual Reasoning Factor Score. . short-term memory. concentration.‡ The Quantitative Reasoning area score Numerical reasoning. ‡ The Short-Term Memory score Measures concentration skills. and knowledge and application of numerical concepts. and sequencing skills.

Results ‡ Average score on the Stanford-Binet test is 100. ‡IQ = MA/CA *100 .

STANFORD-BINET INTELLIGENCE SCALES. FIFTH EDITION (SB5) ‡ PURPOSE: An individually administered assessment of intelligence and cognitive abilities ‡ RANGE: Age 2 to 90+ years ‡ ADMINISTRATION TIME: varies. approximately 5 minutes per subtest .

Features
‡ The SB5 is appropriate for a broad range of 2 to 90+ years, providing one assessment for all ages. It provides comprehensive coverage of five factors of cognitive ability: 1. Fluid Reasoning 2. Knowledge 3. Quantitative Processing 4. Visual-Spatial Processing 5. Working Memory

Uses
‡ Clinical and neuropsychological assessment ‡ Early childhood assessment ‡ Psycho-educational evaluations for special education placements ‡ Adult workers compensation evaluations

‡ Providing information for interventions such as career assessment, industrial selection, and adult neuropsychological treatment ‡ A variety of forensic contexts ‡ Research on abilities and aptitudes

‡ the Wechsler Intelligence Scale for Children-Third Edition (WISC-III). ‡ the Wechsler Preschool and Primary Scale of Intelligence .Revised (WPPSI-R). .The Wechsler Intelligence Scales ‡ The Wechsler Adult Intelligence Scale Revised (WAIS-R).

‡ The WAIS-R was revised in 1981 .The Wechsler Adult Intelligence Scale .Revised (WAIS-R) ‡ used to determine vocational ability. and to determine organic deficits. to assess adult intellectual ability in the classroom.

picture completion. vocabulary. object assembly. block design. picture arrangement. arithmetic. digit span. comprehension. similarities. and digit symbol .‡ The 11 subtests of the WAIS-R include : information.

The verbal section 2. ‡ The test is designed for children ages 6 to 16 ‡ Symbol search and mazes 1. Third Edition ‡ same categories of subtests as the WAIS-R. The performance section .Wechsler Intelligence Scale for Children.

Wechsler Preschool and Primary Scale of Intelligence-Revised ‡ released in1989. ‡ The test is divided into six verbal and five performance subtests. ‡ assess the intelligence of children ages 3 through 7years. . 3 months.

mazes. . geometric design. and children are compared against the performance of other children their age. the average score is 100. animal house and animal house retest. arithmetic. comprehension. similarities.‡ The eleven sub tests are presented in the following order: information. vocabulary. picture completion. ‡ As with the other Wechsler tests. block design. and sentences.

CONSTRUCTION OF THE TEST VERBAL ‡ Picture arrangement ‡ Digit symbol ‡ Object assembly ‡ Block design ‡ Picture completion .

PERFORMANCE ‡ Vocabulary ‡ Digit span ‡ Similarities ‡ Arithmetic ‡ Comprehension ‡ Information .

OTHER TESTS FOR INTELLIGENCE ‡ Woodcock-Johnson III Tests of Cognitive Abilities ‡ Cognitive Assessment System (CAS ‡ Comprehensive Test of Nonverbal Intelligence (CTONI) ‡ Universal Nonverbal Intelligence Test (UNIT) ‡ Kaufman Assessment Battery for Children (KABC) .

GROUP TESTS Intelligence tests that can be given to large groups Advantages x Quick scoring x No examiner bias x Easier to establish norms Disadvantages x Less likely to detect someone who is ill or confused x Might make people nervous x Learning disabled children often perform worse .

The Cognitive Abilities test 3.‡ Examples of group tests are: 1. Multidimensional Aptitude Battery 2. Scholastic Assessment Tests .

COGNITIVE ABILITIES TEST (COGAT) ‡ Verbal Battery ‡ Quantitative Battery ‡ Non-Verbal Battery .

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

QUANTITATIVE BATTERY
The student is given two problems numbered one and two with three answer choices. The student is to solve the two problems and determine if the answer is greater, less than, or equal to. ‡ Example: 1. 0+3 2. 3+0 Choices: a) 1 is greater than 2; b) 1 is less than 2; c) 1 is equal to 2.

‡ Number Series The student is given a series of numbers and is asked to decide which number should come next in the series. Example: 5; 10; 15; 20 Choices: 25; 30; 35; 40; 45. ‡ Equation Building The student is given numbers and signs. The student is asked to combine the numbers and signs to get a solution that is an answer choice. Example: 1 2 3 - x Choices: 1; 2; 3; 4; 6.

NON-VERBAL BATTERY
‡ The items on these tests use only geometric shapes and figures that have had little direct relationship to formal school instruction. The tests require no reading

a black triangle. Example: The student is given three items that are odd shaped but each one has 4 sides and is black. . a black 4 sided object. They are given three answer choices and five pictures to choose from. Choices: a black circle. sixsided white object. They are asked to decide which figure goes best with the three answer choices. a 4 sided white object.‡ Figure Classification The student is given three figures that are alike in some way.

Example: The first two figures are a large square that goes together with a small square. the third figure goes with one of the answer choices. Choices: a small triangle. For the second pair you are given a large circle. a small square. a large circle. . The second pair is to go together the same way that the first two figures go together.‡ Figure Analogies The student is given three figures. and a large rectangle. The first two figures go together. a small circle.

‡ Figure Analysis The student is shown how a square piece of dark paper is folded and where holes are punched in it. B) one hole in the bottom right hand corner and one in the top right hand corner. E) one hole in the bottom right hand corner and one in the top left hand corner. . The student is to figure out how the paper will look when it is unfolded. what will the piece of paper look like when it is unfolded? Choices: A) one hole in the bottom right hand corner. C) one hole in the top right hand corner. Example: If a dark piece of paper is folded in the center from top to bottom and a hole is punched in the bottom right hand corner. D) one hole in the bottom right hand corner and one in the bottom left hand corner.

Performance and Full Scale. ‡ It yields a profile of ten subtest scores.The Multidimensional Aptitude Battery-II ‡ (MAB-II) assesses aptitudes and intelligence. or IQ's. percentiles. . ‡ Scores can be expressed as standard scores. and scores for Verbal.

Comprehension. Picture Completion. as follows: Verbal: Information. Picture Arrangement.‡ The MAB-II assesses 10 distinct domains of human intellectual functioning. Arithmetic. Object Assembly . Spatial. Vocabulary Performance: Digit Symbol. grouped into two (2) broader categories. Similarities.

SAT REASONING TEST (FORMERLY SCHOLASTIC APTITUDE TEST AND SCHOLASTIC ASSESSMENT TEST Section ‡ Writing ‡ Mathematics ‡ Critical Reading .

Mental Retardation Level of Retardation Mild Moderate Severe Profound IQ Range Low 50s-70s Mid 30s-low 50s Low 20s-mid 30s Below 20 or 25 .

. CLASSIFICATION OF APTITUDE TESTS ‡ Academic aptitude tests ‡ Vocational aptitude tests. ‡ Multifactor aptitude tests.TESTS OF APTITUDE MEANING ‡ derived from the word aptos which means fitted for.

OTHER APTITUDE TESTS ‡ THE A.E.C.R. DECISION MAKING & LEADERSHIP SKILLS ‡ SPATIAL REASONING .5 ‡ BASIC BUSINESS COMPUTATIONS ‡ APTITUDE FOR REASONABLE ACTION ‡ THE A.H. ‡ NUMERICAL REASONING ‡ VERBAL REASONING ‡ ADMINISTRATIVE.

‡ Art aptitude tests ‡ Clerical Aptitude tests ‡ Manual Aptitude tests ‡ Mechanical Aptitude tests ‡ Medical Aptitude tests ‡ Scholastic Aptitude Tests ‡ Scientific Aptitude Tests ‡ Teachers Aptitude Tests .

USE OF APTITUDE TEST ‡ Instructional ‡ Administrative ‡ Guidance .

1) Three views of the same cube are shown above. Which symbol is opposite the X? .

2) Which of the cubes shown could be made from the pattern? .

‡ To improve vocational selection in various jobs. ‡ To provide vocation. keeping into consideration the individuals future success .Purposes.

Types ‡ STRONG VOCATIONAL INTEREST BLANK (SVIB) ‡ KUNDER INTEREST TEST ‡ CAREER INTEREST TEST .

ACHIEVEMENT TESTS ‡ Designed to determine the degree of knowledge and proficiency exhibited by an individual in a specific area or set of areas. ‡ It serves as a tool to measure current knowledge levels for the purpose of placing students in an educational environment where they have the chance to advance at a pace that is suitable for their abilities .

‡ Law School Admissions Test (LSAT) ‡ Medical College Admissions Test (MCAT) ‡ California Achievement Test (CAT) .Examples ‡ Scholastic Assessment Test (SAT) ‡ Graduate Record Exam (GRE).

.CALIFORNIA ACHIEVEMENT TESTS USE ‡ tests the basic academic skills for children from kindergarten through grade 12. PURPOSE ‡ determine a child's readiness for promotion to a more advanced grade level.

Description ‡ introduced in 1950. CAT Survey 4. CAT Basic Battery 5. CAT Complete Battery 6. CAT Basic Multiple Assessments . CAT Multiple Assessments 2. ‡ available in six different forms: 1. CAT Plus: 3.

WECHSLER INDIVIDUAL ACHIEVEMENT TEST AGE GROUP ‡ targeting a wide age-range of people (children. college students. age 4 through 85). and adults.adolescents. SUB-TESTS ‡ Reading ‡ Math ‡ Written Language ‡ Oral Language .

.

Fifth Grade Achievement Test Review Language Arts .

.Directions ‡ Read each section and choose the letter for the correct answer.

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

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

.

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

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

.

In December. C. It should be a wonderful trip. It should be a wonderful trip. to Rome for vacation. . Which answer is written correctly? A. we are flying to Rome for vacation. In December we are flying to Rome for vacation it should be a wonderful trip. In December. We are flying to Rome for vacation. D. B. In December we are flying.3. it should be a wonderful trip.

. In December we are flying. We are flying to Rome for vacation. It should be a wonderful trip. In December we are flying to Rome for vacation it should be a wonderful trip. B. In December.3. D. C. It should be a wonderful trip. Which answer is written correctly?  A. we are flying to Rome for vacation. it should be a wonderful trip. In December. to Rome for vacation.

.

Sheila can clean quickly her bedroom. Quickly Sheila can clean her bedroom. . D.4. Choose the sentence which is worded the best. C. Sheila quickly can clean her bedroom. Sheila can quickly clean her bedroom. B. A.

Choose the sentence which is worded the best. Quickly Sheila can clean her bedroom. Sheila quickly can clean her bedroom. C. Sheila can quickly clean her bedroom. B. 4.Sheila can clean quickly her bedroom. D. . A.

.

D. Choose the sentence which is worded the best. The dog barks when loudly someone rings the doorbell. Loudly the dog barks when someone rings the doorbell. . A. The dog barks loudly when someone rings the doorbell. The loudly dog barks when someone rings the doorbell.5. C. B.

. Loudly the dog barks when someone rings the doorbell. B. Choose the sentence which is worded the best. The loudly dog barks when someone rings the doorbell. The dog barks loudly when someone rings the doorbell.  A. C. The dog barks when loudly someone rings the doorbell. D.5.

.

Juice drinks have become.Juice drinks. very popular.6. . cold and refreshing. Juice drinks have become very popular. have become very popular. cold and refreshing. Cold and refreshing juice drinks have become very popular. B. A. D. C. Choose the sentence which is worded the best. cold and refreshing.

. very popular.Juice drinks. Juice drinks have become very popular.6. cold and refreshing. have become very popular. B. cold and refreshing. Choose the sentence which is worded the best. cold and refreshing. D. Cold and refreshing juice drinks have become very popular.  A. C. Juice drinks have become.

.

affective or behavioural tendencies. ‡ how one appears to other´ not at all one actually ‡ Personality may be defined as a person¶ cognitive. .TESTS OF PERSONALITY Definition ‡ The word personality is derived from the Latin word µPersona¶ which means to speak through .

ASSESSMENT OF PERSONALITY ‡ INTERVIEW : ‡ OBSERVATION: ‡ BEHAVIOURAL ASSESSMENT ‡ PERSONALITY INVENTORIES ‡ SITUATIONAL TESTS: ‡ PROJECTIVE TESTS .

.PROJECTIVE TESTS RORSCHACH INK BLOT TEST : ‡ developed by Humann Rorschach consisting of ten pictures. Five of the blots are in black and grey. ‡ Each ink blot design is printed on a separate card and it is unique in its form.Shading and white space. Two are red in color and three are multi colored . colour.

CARD I .

.‡ it can provide clues about how subjects tackle a new and stressful task.

CARD II .

‡ This card can induce a variety of sexual responses .‡ Responses to them can provide indications about how a subject is likely to manage feelings of anger or physical harm.

CARD III .

response latency may reveal struggling social interactions).‡ may provide information about how the subject relates with other people (specifically. .

CARD IV .

‡ This serves to elicit a sense of authority. and the qualities expressed by the subject may indicate attitudes toward men and authority. Because of this Card IV is often called "The Father Card". . The human or animal content seen in the card is almost invariably classified as male rather than female.

CARD V .

CARD VI .

. even though other cards have a greater variety of commonly seen sexual contents. its likely sexual percepts being reported more frequently than in any other card. it is specifically a "sex card".‡ Often elicits association related to interpersonal closeness.

CARD VII .

where difficulties in responding may be related to concerns with the female figures in the subject's life.‡ Associated with femininity (the human figures commonly seeing in it being described as women or children). and function as a "mother card". .

CARD VIII .

Therefore. being complex and the first multi-colored card in the set. however. people who find processing complex situations or emotional stimuli distressing or difficult may be uncomfortable with this card. the card introduces new elaboration difficulties. .‡ Similar to card V. it represents a "change of pace".

CARD IX .

‡ Having difficulty with processing this card may indicate trouble dealing with unstructured data. .

CARD X .

. it may provide an opportunity for the subject to "sign out" by indicating what they feel their situation is like. or what they desire to know.‡ Being the last card.

A. . picturing one or more human figure against a dark background . ‡ Client forms a story based on ambiguous pictures ‡ It consists of 20 ambiguous drawings on card . ‡ The pictures consist of human figures engaged in various activities or situations. Murray and his associates . Some of them definitely suggest a family or social situations-people obviously reacting to one another .THEMATIC APPERCEPTION TEST ‡ test developed by H.

The young boy hated the violin so much that even its silence was too loud for him. He pressed his fingers into his ears. .

.

CHILDREN·S APPERCEPTION TEST ‡ Blackey Test ‡ Symond¶s picture story Test ‡ Picture Frustration Test .

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

‡ After completing the presentation of all the words in the list. reaction time and words produced by the subject are analyzed in order to understand his personality . .‡ The reaction is also recorded and taken into account. the words.

SENTENCE COMPLETION TEST ‡ The subject is allowed to complete the sentence way he likes .

103 FUN Personality Tests .

Write them all (Do not think too long. The first one should be the one which you like most.Think on the first three animals which you like most. The 2nd one your 2nd favorite animal«. Just write down which comes 1st to your mind as your favorite animal).104 Personality Test I) 1. .

characteristics). NOWWWW« 2.105 Personality Test I) cont. .Describe each animal on your list with at least three adjectives (attributes.

106 Ready to hear the answers??? .

. ‡ The 3rd one: How and what you actually are.107 Answers ‡ The attributes on your listed 1st beloved animal is How the people see/observe you. ‡ The 2nd one: How you think people see/observe you.

Put the following 5 animals in the order of your preference. Cow Tiger Sheep Horse Pig .108 FUN??? Personality Test II) 1.

109 Ready to hear the answers????? .

110 This will define your priorities in your life. Cow Tiger Sheep Horse Pig signifies signifies signifies signifies signifies CAREER PRIDE LOVE FAMILY MONEY .

. adjective) that describes each one of the following: Dog:««««««««.PERSONALITY TEST II) (cont... Cat:««««««««. Rat:««««««««« Coffee:«««««««. Sea:««««««««« .Write one (or 2) word(s) (attribute.) 111 2..

112 Ready to hear the answers????? .

‡ Your description of rat implies the personality of your enemies. . ‡ Your description of the sea implies your own life. ‡ Your description of coffee is how you interpret sex.113 ‡ Your description of dog implies your own personality. ‡ Your description of cat implies the personality of your partner.

114 PERSONALITY TEST (cont. Name just one person for each color.) 3.) Yellow Orange Red White Green .Think of someone (who also knows you and is important to you) that you can relate to the following colors (do not repeat your answer twice.

115

Ready to hear the answers?????

116

Yellow: Orange

Someone you will never forget. Someone you consider your true friend Someone that you really love Your twin soul Someone that you will remember for the rest of your life (due to past ±good or badexperiences, lessons etc)

Red White Green

PSYCHOMETRIC ASSESSMENT
‡ Definition

Psychometrics is the field of study concerned with the theory and technique of educational and psychological measurement, which includes the measurement of knowledge (achievement), abilities, attitudes, and personality traits.

‡ Pre and post training need and assessment back up.AREAS WHERE PSYCHOMETRICS ASSESSMENT CAN BE USED ARE: ‡ Personality Profiling of an individual/student/professional ‡ Pre selection assessment for all the levels. . ‡ Career development and career planning ‡ Pre and post promotion activities and planning. ‡ Stress Management.

‡ Aptitude assessment before skill upgradation / multiple role assignment. ‡ To make organization emotionally mature. . ‡ For identifying management and leadership potential. creative and learning oriented. ‡ Organizational culture development exercises. ‡ For building-up team and organizational culture. and to develop excellence in team working.

Element B: (Team analysis) ‡ E Q Test ‡ GPPI ‡ MBTI ‡ Ability test ‡ Leadership Scale .TESTS OFFERED BY MAXCELLENCE FOR PSYCHOMETRIC ASSESSMENT ‡ 16 PF Test ‡ FIRO-Element B ‡ FIRO.

Aptitude tests 2. Personality inventories .‡ Psychometric assessments typically fall into two categories 1.

‡THANK YOU .

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