Test Evaluation

A. General Information
Title: Bar-On Emotional Intelligence-Inventory: Short
Author: Reuven Bar-On, Ph.D.
Publisher: Health System Inc.
Bar-On, R. (1988). The development of a concept of psychological well-being. Doctoral
dissertation, Rhodes University, South Africa.
Bar-On, R. (1992). The development of a concept and test of psychological well-being,
United States, United Kingdom and Canada prior to 1996.
Bar-On, R. (1997). The Bar-On Emotional Quotient Inventory (EQ-i): Technical manual.
Toronto, Canada: Multi-Health Systems.
Bar-On, R. (2000). Emotional and social intelligence: Insights from the Emotional
Quotient Inventory (EQ-i). In R. Bar-On and J.D.A. Parker (Eds.), Handbook of emotional intelligence:
Theory, development, assessment and application at home, school and in the workplace. San Francisco:
Jossey-Bass, pp. 363-88
Bar-On, R., & Parker, J.D.A. (2000). Handbook of emotional intelligence: Theory,
development, assessment and application at home, school and in the workplace. San Francisco: Jossey-
Bass.
Bar-On, R., & Handley, R. (2003). The BarOn EQ-360: Technical manual. Toronto,
Canada: Multi-Health Systems.
Bar-On, R. (2004). The BarOn Emotional Quotient Inventory (EQ-i): Rationale,
description, and summary of psychometric properties. In G. Geher (Ed.), Measuring emotional
intelligence: Common ground and controversy. Hauppauge, NY: Nova Science Publishers, pp. 111-42.
Bar-On, R. (2006). The Bar-On model of emotional-social intelligence (ESI). Psicothema,
18, supl., 13-25.

Time Limit: 30-40 minutes

Cost (booklets, answer sheets, other test materials)

Name Code Price

BarOn EQ-i Data
Entry Sheets 015-8024-842 $51.75
BarOn EQ-i
Technical Manual 015-8024-850 $108.10
BarOn EQ-i User's
Manual 015-8024-869 $82.80
BarOn EQ-i
Administrator's 015-8024-877 $32.20
Guide
BarOn EQ-i Test
Booklets 015-8024-893 $44.85
 B. Description:
The Bar-On Emotional Intelligence is composed of interpersonal, intrapersonal, stress,
adaptability, general mood, inconsistency, and the total emotional quotient. According to Bar-On
Emotional Intelligence is a multi-factorial array of emotional and social competencies that determine
how effectively we relate ourselves and others and cope with daily demands and pressures. As such,
our emotional intelligence is an important factor in determining our ability to succeed in life.

General type of test: self-report

Population: from 16 years to 93 of age

Nature of content: verbal

Subtests and separate scores:

The EQ-i comprises 133 items in the form of short sentences and employs a 5-point response
scale with a textual response format ranging from "very seldom or not true of me" (1) to "very often
true of me or true of me" (5). The EQ-i is suitable for individuals 17 years of age and older. Based on
the Flesch formula of readability, the reading level in English has been assessed at the North
American sixth grade level. It takes approximately 40 minutes to complete the inventory; and it
typically takes less time to complete the online version than the paper-and-pencil version of the
instrument.

Item types:
It consists of fifty-one (51) items distributed across eight (8) scales: inconsistency index, positive
impression scale, total emotional quotient, interpersonal EQ, stress management EQ, adaptability EQ,
and general mood EQ.

C. Practical Evaluation
Qualitative features of test materials (e.g. design of test booklet, editorial quality of content, ease of
using, attractiveness, durability, appropriateness for test takers):

The comprehensive Technical Manual provides detailed information about the administration, scoring,
interpretation, development, norming, reliability, and validity of Bar-On EQ-i®.

The concise User's Manual is ideal for professionals who require only essential
information on the administration, scoring, and interpretation.
The Facilitator's Guide explains how to properly interpret and give feedback to
respondents.

The Administrator's Guide provides users with step-by-step information on

administration procedures, maintaining confidentiality, and obtaining informed consent.

The Technical Manual is required for information on administration, scoring, and interpretation.
 The User's Manual, Administrator's Guide, and Facilitator's Guide are recommended for all EQ-i®. For
Mail-In/Fax-In scoring, you will need Mail-In/Fax-In Response Sheets (specify Individual Summary,
Development, or Resource) and Item Booklets (reusable).

Administration:

Bar-On Emotional Intelligence-i-S is a practical and efficient instrument that is

simple to administer and score. A respondent can complete the inventory in about 30-40
minutes. And the test administrator can score and profile the responses in less than 15
minutes using a Quick-Score tm and profile form.

Respondents completing the instrument make their responses on a “special Multi-

Health Systems Quick-Score” forms are used to score the various scales. The results are then
transferred to Profile Sheet.

The profile sheet then allows for display of the individual’s test results and
facilitates comparisons with his or her specific normative groups. The conversion of raw
scores to standard scores is easy using the profile sheet. No special scoring templates are
needed since all scoring information is provided on the Quick-Score form. Separate forms are
available for males and females within different age groups.

Scoring procedures:

The effectiveness of this component has been confirmed by the fairly high degree of
overall correlation (R=.69) between observer ratings of the behavior assessed by the EQ-i
and the scores of 185 individuals who completed this instrument. The findings of this study
are summarized in the BarOn EQ-360: Technical Manual and will be briefly discussed below
when describing the EQ-360. Moreover, findings from the same study empirically
demonstrate that the difference between the self-report and other-observer assessment of EI
is negligible when using the EQ-i.

Raw scores on the EQ-i are automatically tabulated and converted into
standard scores based on a mean of 100 and standard deviations of 15. This scoring system
resembles that which is used by cognitive intelligence tests that generate an IQ (or
Intelligence Quotient), which is exactly what I had in mind when I coined the term “EQ”
(“Emotional Quotient”) during my doctoral studies in the mid 1980s. Average to above
average scores on the EQ-i suggest that the respondent is effective in emotional and social
functioning, meaning that he or she is most likely emotionally and socially intelligent. The
higher the scores, the more positive the prediction for effective functioning in meeting
environmental demands and pressures. On the other hand, an inability to be effective in
performing well and the possible existence of emotional, social and/or behavioral problems
are suggested by low scores. Significantly low scores on the following subscales indicate the
 potential for serious difficulties in coping on a daily basis: Stress Tolerance, Impulse Control,
Reality Testing, and Problem Solving.

Examiner Qualifications and training required:

The technical and functional skills listed below are based on general qualifications for EQ
Examiners commonly recognized by most people. Typically, you will not be required to have all of the
skills listed to be a successful performer. .

1. Motivating, developing, and directing people. Using scientific rules and methods to solve
problems.
2. Considering the relative costs and benefits of potential actions to choose the most appropriate
one.
3. Giving full attention to what other people are saying, taking time to understand the points being
made, asking questions as appropriate, and not interrupting at inappropriate times.
4. Talking to others to convey information effectively.
5. Using logic and reasoning to identify the strengths and weaknesses of alternative solutions,
conclusions or approaches to problems.
6. Understanding the implications of new information for both current and future problem solving
and decision-making. .
7. Communicating effectively in writing as appropriate for the needs of the audience.

Licensure as Psychological Examiner demands experience in a special education or counseling

setting, satisfactory completion of the required graduate coursework and practicum, plus a passing
score on the 'Praxis II Special Education: Knowledge-Based Core Principles'. Graduate school
recommendation and verification of experience by the employing school district complete the
requirements. An annual professional development plan and ongoing performance-based evaluation
ensure 'High Quality' professionalism as required by the No Child Left Behind law and related
regulations.