Types of Interview

1. Structured Interview
Here, every single detail of the interview is decided in advance. The questions to be
asked, the order in which the questions will be asked, the time given to each candidate,
the information to be collected from each candidate, etc. is all decided in advance.
Structured interview is also called Standardized, Patterned, Directed or Guided interview.
Structured interviews are preplanned. They are accurate and precise. All the interviews
will be uniform (same). Therefore, there will be consistency and minimum bias in
structured interviews.

2. Unstructured Interview
This interview is not planned in detail. Hence it is also called as Non-Directed interview.
The question to be asked, the information to be collected from the candidates, etc. are not
decided in advance. These interviews are non-planned and therefore, more flexible.
Candidates are more relaxed in such interviews. They are encouraged to express
themselves about different subjects, based on their expectations, motivations,
background, interests, etc. Here the interviewer can make a better judgement of the
candidate's personality, potentials, strengths and weaknesses. However, if the interviewer
is not efficient then the discussions will lose direction and the interview will be a waste of
time and effort.

3. Individual Interview
This method of interviewing involves one participant, and is semi-structured in its style.
The interviewer has a schedule of questions that they use as a guide to draw information
out of the participant.

4. Group Interview
Here, all the candidates or small groups of candidates are interviewed together. The time
of the interviewer is saved. A group interview is similar to a group discussion. A topic is
given to the group, and they are asked to discuss it. The interviewer carefully watches the
candidates. He tries to find out which candidate influences others, who clarifies issues,
who summarizes the discussion, who speaks effectively, etc. He tries to judge the
behaviour of each candidate in a group situation.

Advantages of the interview method

1. Very good technique for getting the information about the complex, emotionally laden
subjects.
2. Can be easily adapted to the ability of the person being interviewed.
3. Yields a good percentage of returns.
4. Yields perfect sample of the general population.
5. Data collected by this method is likely to be more correct compared to the other
methods that are used for the data collection.
Disadvantages of the interview method
1. Time, power and money consuming process.
2. Involves high cost.
3. Requires highly skilled interviewer.
4. Requires more energy.
5. May sometimes involve systematic errors.
6. More confusing and a very complicated method.

Characteristics of a good psychological test are as follows:

1. Objectivity:

If it is marked by different teachers, the score will be the same. Marking process should
not be affected by the teacher’s personality. Questions and answers are so clear and
definite that the marker would give the students the score he/she deserves.

2. Reliability:
This refers to the extent to which they obtained results are consistent or reliable.
When the test is administered on the same sample for more than once with a reasonable
gap of time, a reliable test will yield same scores. It means the test is trustworthy. There
are many methods of testing reliability of a test.

3. Validity:
It refers to extent to which the test measures what it intends to measure. For example,
when an intelligent test is developed to assess the level of intelligence, it should assess
the intelligence of the person, not other factors.

Validity explains us whether the test fulfils the objective of its development. There are
many methods to assess validity of a test.

4. Norms:
Norms refer to the average performance of a representative sample on a given test. It
gives a picture of average standard of a particular sample in a particular aspect. Norms
are the standard scores, developed by the person who develops test. The future users of
the test can compare their scores with norms to know the level of their sample.

5. Practicability:
The test must be practicable in- time required for completion, the length, number of items
or questions, scoring, etc. The test should not be too lengthy and difficult to answer as
well as scoring.

6. Economical:

It makes the best use of the teacher’s limited time for preparing and grading and it makes
the best use of the pupil’s assigned time for answering all items. So, we can say that oral
exams in classes of +30 students are not economical as it requires too much time and
effort to be conducted.
7. Comprehensive:

It covers all the items that have been taught or studied. It includes items from different
areas of the material assigned for the test so as to check accurately the amount of
students’ knowledge.

Types of Psychological Tests

On the basis of the criterion of administrative conditions

Individual test: Individual test are tests which can be administrated only one person at a
time. For example- koh block design test, Merrill-Terman Test.

Group test: group test are tests which can be used among more than one person or in a
group at a time. For example- Bell adjustment Inventory, Army Alpha test.

On the basis of the criterion of scoring

Objective test: objective tests are those whose items are scored by competent examiners
or observers in a way in which there exists some scope for subjective judgement and
opinion exists and thus, the scoring remains unambiguous. Test having multiple-choice,
true-false, and matching items are usually called objective test.

Subjective test: Subjective tests are tests whose items are scored by competent
examiners or observers in such a way that no scope for subjective judgement and opinion.
As a consequence, some element of vagueness and ambiguity remain in their scoring.
These are also called essay test.

On the basis of the criterion of time limit in producing the response

Power test: A power test is one which has a generous time limit so that most examinees
are able to attempt every item. Usually such tests have items which are generally
arranged in increasing order of difficulties. Most of the intelligence tests and aptitude
tests belong to the category of power test.
Speed test: Speed test are those that have severe time limits but the items are
comparatively easy and the difficulties involved therein are more or less of the degree.
Here, very few examiners are support to make error, speed test, generally, revel how
rapidly. i.e., with what speed the examinees can respond within a given time limit. Most
of the clerical aptitude tests belong to this very category.

On the basis of the criterion of nature or contents of items

Verbal test: A verbal test is one whose items emphasize reading, writing and oral
expression as the primary mode of communication. Herein instructions are printed or
written. These are read by the examinees and accordingly, items are answered. Verbal
tests are also called paper- pencil test. For example- Jalota group general intelligence and
mehta group test of intelligence.

Non-verbal test: Non-verbal test are those that emphasize but don’t altogether eliminate
the role of language by using symbolic materials like pictures, figures, etc. such tests use
the language in instruction but in items they don’t use language. Test items present the
problem with the help of figures and symbols. For example- raven progressive matrices
test.

Performance test: performance tests are those that require the examinees to perform a
task rather than answer some questions. Such tests prohibit the use of language in items.
Occasionally, oral language is used to give instruction, or, the instruction may also be
given through gesture and pantomime. Different kinds of performance tests are available.
Some tests require examinees to assemble a puzzle, place pictures in a correct sequence,
pages in the boards as rapidly as possible, point to a missing part of the picture, etc.

Personality Tests:

These measure personality characteristics. Different tests measure different

characteristics, according to the theory of personality on which they were based.
Examples include:

 Minnesota Multiphasic Personality Inventory - measures personality traits on several

scales based on true-false answers to 500 statements. Scale values are plotted on a
set of parallel scales and the dots are connected by lines to form a "profile" used in
diagnosis and assessment. Objectively scored.
 Thematic Apperception Test (TAT) - individual is shown a series of 8" X 10" cards,
each depicting a scene of some sort, and is asked to tell a story based on that scene.
Designed to allow the person to "project" something about himself or herself into the
answers (a type of projective test). Not objectively scored.
 Rorshack Inkblot Test - individual is shown a series of left-right symmetrical
inkblots and is asked to describe what he or she sees there. Another projective test.

Aptitude Tests: Designed to indicate an individual's aptitude or talent in some area. It

works by assessing the degree to which the individual already has the requisite
knowledge and skills required. The SAT that high-school students take for admission to
college assesses your aptitude for college-level work. In fact, it was once called the
"Scholastic Aptitude Test," but has been renamed for political reasons.

Achievement Tests: These measure what an individual knows or can do. A familiar
example to Indian students is the ISTEP test, designed to assess what Indian primary and
secondary school students have learned. For example- Stanford Achievement Test Series

Interest Inventory: I like to mention this one because I took it myself as an

undergraduate and found it helpful when I was trying to decide on a career. The test asks
you to indicate, for each of a large number of activities, what you are interested or not
interested in doing. Your results are compared to the pattern marked by successful
individuals in each of a variety of occupational fields. If your responses match up well
with those of, say, a successful architect, then you would probably enjoy the sort of work
an architect does. This does not tell you, however, whether you have any aptitude for the
work! (For that you need to take other tests.) For example- vocational interest test
 MODELS OF INTELLIGENCE

Psychologists have attempted to understand the structure of intelligence for which they
have formulated theories. Among the important Model of intelligence, we shall study
three of them.

1. Spearman’s Model of Abilities (Two-Factor Theory)

2. Thurston’s Model of Abilities or M.P.A. (Group Factor Theory)
3. Guilford’s Tridimensional Model of Abilities or S. I Model (Multiple factor theory)

Spearman’s Two-Factor Theory

The English psychologist, Charles Spearman (1863-1945), in 1904 proposed his theory of
intelligence called two-factor theory. According to him intellectual abilities are
comprised of two factors, namely; the general ability known as G-factor and specific
Abilities known as S-factors. The performance by the individual is determined by the G-
factor and the S-factors. The total intelligence of the individual is the sum total of the G-
factor and the S-factors. The performance of a particular task depends on the ‘G’ factor or
general ability and the particular ‘S’ factor or specific ability.

Characteristics of ‘G’ Factor:

1. It is universal inborn ability.
2. It is general mental energy.
3. It is constant.
4. The amount of ‘g’ differs from individual to individual.
5. It is used in every activity of life.
6. Greater the ‘g’ in an individual, greater is his success in life.
Characteristics of ‘S’ Factor:
1. It is learned and acquired in the environment.
2. It varies from activity to activity in the same individual.
3. Individuals differ in the amount of ‘S’ ability.
‘G’ factor represents Native Intelligence thus when we respond to any situation or
perform an intellectual task, our general mental ability or ‘G’ factor is mainly responsible
for it and our specific ability in that particular task is responsible for the rest.
There are a large number of specific abilities such as ability to draw inferences, ability to
complete sentences, ability to code message etc.

Fig: Spearman’s Two-Factor Theory or Eclectic Theory

Different individuals differed both in their ‘G’ as well as ‘S’ factors. For e.g. an
individual’s performance in literature is partly due to his general intelligence and partly
due some specific aptitude for his language, i.e. G+S1. In mathematics his performance
may be the result of G+S2. In drawing, it may be due to G+S3 and in social sciences; it
may be due to G+S4 and so on. Thus the factor ‘G’ is present in all specific activities.

Educational Implications and relevance of Spearman’s Two –Factor Theory:

1. The general ability differs from individual to individual.

2. The specific abilities also differ from individual to individual.

3. ‘S’ factor varies in degrees. Therefore, it can be modified by learning or habitual

training

4. A child requires different amounts of ‘G’ and ‘S’ factors for achieving success in
different Subjects.

5. We require a high quality of ‘G’ factor for our success in life.

6. Both ‘G’ and ‘S’ have a high correlation.

Thurston’s Group Factor Theory
Louis Thurston came out with the group factor theory (1937) saying that Intelligence is a
cluster of abilities. These mental operations then constitute a group. A second group of
mental operations has its own unifying Primary factor; a third group has a third Primary
factor and so on. Each of them has its own primary factor. Each of these primary factors
is said to be relatively independent of others. He pointed out that there were Seven
Primary Mental Abilities and later on added two more. They are:
1. Verbal Ability: This Ability involves a person’s ability to understand verbal
material. It is measured by tests such as vocabulary and reading comprehension.
2. Word Ability: This ability is involved in rapidly producing words, sentences, and
other verbal material. It is measured by tests such as one that requires the examinee to
produce as many words as possible beginning with a particular letter in a short
amount of time.
3. Numerical Ability: This ability is involved in rapid arithmetic computation and in
solving simple arithmetic word problems. For example- Addition, Subtraction,
Multiplication, division etc.
4. Perceptual Ability: This ability is involved in proofreading and in rapid recognition
of letters and numbers. It is measured by tests such as those requiring the crossing out
of as in a long string of letters or in tests requiring recognition of which of several
pictures at the right is identical to the picture at the left.
5. Reasoning Ability: This ability requires generalization—reasoning from the specific
to the general. It is measured by tests, such as letter series, number series, and word
classifications, in which the examinee must indicate which of several words does not
belong with the others.
6. Spatial visualization Ability: This ability is involved in visualizing shapes, rotations
of objects, and how pieces of a puzzle fit together. An example of a test would be the
presentation of a geometric form followed by several other geometric forms. Each of
the forms that follow the first is either the same rotated by some rigid transformation
or the mirror image of the first form in rotation. The examinee has to indicate which
of the forms at the right is a rotated version of the form at the left, rather than a mirror
image.
7. Memory Ability: It means the ability to recall and associate previously learned items
effectively or memorize quickly. Later on other Ability were added on like Deductive
Reasoning (P) – Ability to use the generalized results correctly and Problem solving
ability factor (PS) -Ability to solve problem independently.
 Guilford’s Tridimensional Model of Abilities or S. I Model
(Multiple factor theory)
J.P. Guilford developed a model of intelligence (1966) using factor analysis. He outlines
topography of the structure of intellect, providing an integrated rationale for describing
the many dimension of intellectual performance. He suggests that there are three basic
parameters along which any intellectual activity takes place. These are:

1. Operations – the act of thinking

2. Contents – the terms in which we think,

3. Products – the ideas we come up with.

Guilford identified 5 operations, 5 contents and 6 products. Thus the maximum number
of factors in terms of the different possible combination s of these dimensions will be
5x5x6 = 150.
1. Operations: It consists of five major groups of intellectual abilities.

1. Cognition: It refers to discovery, rediscovery or recognition.

2. Memory: Simply remembering what was once known.
(Memory recording & memory retention)
3. Convergent Thinking: This type of thinking, by reasoning, results in useful solution
to problems.
4. Divergent Thinking: This is thinking in different directions, seeking and searching
some variety and novelty.
5. Evaluation: It is reaching decisions or making judgments about information.

2. Content: A Second way of classifying the intellectual factor is according to the kind of
material or content involved. It involves five factors:
1. Visual Content: It is concrete material which is perceived through our senses, i.e.
size, form, colour, etc.
2. Auditory Content: It consists of language, speech, sounds, music and words
3. Symbolic Content: It is composed of letters, digits, and other conventional signs.
4. Semantic Content: It is in the forms of verbal meanings or ideas which we get from
others.
5. Behavioural Content: It means social behaviour in society.

3. Products: When a certain operation is applied to certain kind of content as many as six
kinds of products may be involved.
1. Units: Understanding the meaning of words, visual, auditory and symbolic units.
2. Classes: It means classification of words and ideas.
3. Relations: It implies discovering relations of words and ideas.
4. Systems: The ability to structure objects in space and to structure symbolic elements
and to formulate problems.
5. Transformation: The ability to look into the future lines of development or to
suggest changes in the existing situations.
6. Implications: The ability to utilize present information for future ends.