COUNSELLING PSYCHOLOGY

2023-24

PSYCHOLOGICAL TESTING
INTELLIGENCE TEST

The capacity of a person in matters related to problem-solving, decision making, learning

capacity, emotional knowledge, planning, critical thinking and creativity. One reason for
using intelligence tests lies in the predictive qualities of these tests. The test scores are
closely linked with the prediction of future success in school and with future job
performance. A second reason is that, in principle, these tests provide an opportunity to
describe the cognitive dysfunction Ing of the examinee. These tests could thus be used to go
one step beyond merely predicting school success by detecting weak cognitive areas.

i. Wechsler Intelligence Scale

The Wechsler Intelligence Scale is a test used to measure intelligence in children and adults.
It consists of subtests that are designed to provide information about a person's intellectual
ability based on their performance on various tasks. The test is administered by a trained
professional and the scores are provided in the form of IQ scores, which are based on age
and the level of difficulty of the subtests. The test is designed to provide a measure of
intelligence that is not based solely on speed, but also takes into account the time needed
to complete the tasks. The WAIS’s intelligence quotient (IQ) scores can be use to help
diagnose attention deficit hyperactivity disorder (ADHD), certain learning difficulties, and
mental retardation. The WAIS was initially created as a revision of the Wechsler-
Bellevue Intelligence Scale (WBIS), which was a battery of tests published by Wechsler in
1939. The WAIS was first released in February 1955 by David Wechsler.

There have been four different versions of the WAIS over the years. These include:
 WAIS (1955): The original test was a revision of the Wechsler-Bellvue Intelligence
Scale, a test that was first released in 1939.
 WAIS-R (1981): The first revision of the test added new norms but relied on validity
data from the original test. It also included six verbal and five information subtests
and provided a verbal IQ score, performance IQ score, and overall IQ score.
 WAIS-III (1997): This test version included seven verbal and six performance
subtests. Along with providing scores for verbal, performance, and overall IQ, the test
also includes secondary scores for verbal comprehension, working memory,
perceptual organization, and processing speed.
 WAIS-IV (2008): This version of the WAIS is made up of 10 main subtests and five
supplemental tests. The 10 core subtests are then used to obtain an overall score.

ii. RAVEN’S Standard Progressive Matrices

The Standard Progressive Matrices (SPM) is a group or individually administered test

that nonverbally assesses intelligence in children and adults through abstract reasoning
tasks. RAVEN’S offers information about someone’s capacity for analysing and solving
problems, abstract reasoning, and the ability to learn. Appropriate for ages 8-65, the
SPM consists of 60 problems (five sets of 12), all of which involve completing a pattern
or figure with a part missing by choosing the correct missing piece from among six
alternatives. Patterns are arranged in order of increasing difficulty. The test is untimed
but generally takes 15-45 minutes and results in a raw score which is then converted to
a percentile ranking. It uses a non-verbal approach (diagrammatic) and therefore
reduces potential linguistic bias, thus making it perfect for recruiting across geographies
and also be used with hearing and speech impaired children as well as non-English
speaking candidates. The tests were originally developed by John C. Raven in 1936.

The Coloured Progressive Matrices (CPM), which includes the two easiest sets from
the SPM and a dozen other questions of similar difficulty, is designed for 5- to 11-year-
olds with mental or physical handicaps, and non-English speakers.
 RAVEN’S SPM is a gold-standard, highly trusted assessment that helps organisations
measure an individual’s level of general cognitive ability by specifically assessing the
following abilities that are required for success in many job roles or training courses:
 Lateral thinking
 Learning new concepts quickly
 Solving new and complex problems without drawing on prior knowledge

iii. The Stanford-Binet

It is the American adaptation of the original French Binet-Simon intelligence test; it

was first introduced in 1916 by Lewis Terman, a psychologist at Stanford University.
The individually administered test—revised in 1937, 1960, 1973, 1986, and 2003.

The Stanford-Binet test is an examination meant to gauge intelligence through five

factors of cognitive ability. These five factors include fluid reasoning, knowledge,
quantitative reasoning, visual-spatial processing and working memory. Both verbal and
nonverbal responses are measured. Each of the five factors is given a weight and the
combined score is often reduced to a ratio known commonly as the intelligence
quotient, or IQ.

The test is scored in terms of intelligence quotient, or IQ, a concept first suggested by
German psychologist William Stern and adopted by Lewis Terman in the Stanford-
Binet Scale. The IQ was originally computed as the ratio of a person’s mental age to
his chronological (physical) age, multiplied by 100.
MA/CA x 100
The Stanford-Binet test is among the most reliable standardized tests currently used in
education. It has undergone many validity tests and revisions throughout its century-
long history, and while there are undoubtedly a few issues with the assessment, most
results are treated as accurate. That is, individuals with high scores are usually gifted,
and those with low Stanford-Binet test scores often face some sort of cognitive
disability.
APTITUDE TEST

An aptitude test is an exam used to determine an individual's skill or propensity to

succeed in a given activity. Aptitude tests assume that individuals have inherent
strengths and weaknesses and have a natural inclination toward success or failure in
specific areas based on their innate characteristics. An aptitude typically falls into one
of two categories: abilities tests and behavioural tests. The first category focuses on
cognitive function, measuring skills like critical thinking, and problem solving. The
second explores your character, preferred working styles, and situational judgements.

Aptitude tests are generally used for job placement, college program entry, and to help
people to get an idea of where their interests and aptitudes can take them regarding
careers. In general, aptitude tests measure one's competence in logical reasoning,
numerical skills, or verbal ability; competency can be evaluated through problem-
solving tasks and testing one's critical thinking across various contexts. Aptitude tests
are also designed to level the playing field. Since an individual needs no pre-existing
skills or knowledge to do well in an aptitude test, they allow comparison based not on
qualifications or experience, but future potential. Aptitude tests are typically issued as
computerised assessments, though you may still come across the traditional pen-and-
paper format in educational settings.

They are always multiple-choice and are usually taken under timed conditions. This
means an aptitude test not only measures cognitive function but also how well you
perform under pressure.

i. The Scholastic Aptitude Test

SAT is a reasoning test that institutions throughout the world use to admit students to
their undergraduate programmes at the greatest universities in the world. The SAT test
is graded on a scale of 1600 points, with 400 being the lowest possible result. The
SAT exam lasts three hours. Each component of the SAT exam is worth 800 points
and includes an Evidence-Based Reading and Writing section and a Maths section.
The essay is an extra 50 minutes on the SAT admission exam and is optional. Reading
> Writing > Maths > Essay is the order of the sections. Except for a few in the Maths
 section, all of the questions are Multiple Choice Questions (MCQs). Originally
developed by Carl Brigham, was first administered on June 23, 1926, to about 8,000
students. The SAT is wholly owned, developed, and published by the College Board, a
private, not-for-profit organization in the United States. It is administered on behalf of
the College Board by the Educational Testing Service, which until shortly before the
2016 redesign of the SAT developed the test and maintained a repository of items (test
questions) as well. The test is intended to assess students' readiness for college.

 The Reading Test of the SAT contains one section of 52 questions and a time limit of
65 minutes. All questions are multiple-choice and based on reading passages. Tables,
graphs, and charts may accompany some passages, but no math is required to correctly
answer the corresponding questions. There are five passages (up to two of which may
be a pair of smaller passages) on the Reading Test and ten or eleven questions per
passage or passage pair. SAT Reading passages draw from three main fields: history,
social studies, and science.
 The Writing and Language Test of the SAT is made up of one section with 44 multiple-
choice questions and a time limit of 35 minutes. As with the Reading Test, all questions
are based on reading passages which may be accompanied by tables, graphs, and charts.
The test taker will be asked to read the passages and suggest corrections or
improvements for the contents underlined. Reading passages on this test range in
content from topic arguments to nonfiction narratives in a variety of subjects.

 The mathematics portion of the SAT is divided into two sections: Math Test – No
Calculator and Math Test – Calculator. In total, the SAT math test is 80 minutes long
and includes 58 questions: 45 multiple choice questions and 13 grid-in
questions.[45] The multiple choice questions have four possible answers; the grid-in
questions are free response and require the test taker to provide an answer.

 The Math Test – No Calculator section has 20 questions (15 multiple

choice and 5 grid-in) and lasts 25 minutes.
 The Math Test – Calculator section has 38 questions (30 multiple choice
and 8 grid-in) and lasts 55 minutes

ii. The ACT (American College Test)

 It was first introduced in November in the year 1959 by the University of Iowa
professor Everett Franklin Lindquist as a competitor to the Scholastic Aptitude Test
(SAT). It is a standardized test that is used for college admission in the United States
and Canada. This test is administered by ACT which is a non-profit organization of
the same name. ACT, Inc., says that the ACT assessment measures high school
students' general educational development and their capability to complete college-
level work with the multiple-choice tests covering four skill areas: English,
mathematics, reading, and science. The optional Writing Test measures skill in
planning and writing a short essay and provide colleges with one common data point
that can be used to compare all applicants. It measures the score in a 36-pointer
scale. According to a research study conducted by ACT, Inc. in 2003, there was a
relationship between a student's ACT composite score and the probability of that
student earning a college degree. Most colleges use ACT scores as only one factor in
the admission process. A sampling of ACT admissions scores shows that the 75th
percentile composite score was 24.1 at public four-year institutions and 25.3 at
private four-year institutions.

 English: The first section is the 45-minute English test

covering usage/mechanics, sentence structure, and rhetorical skills. The 75-question
test consists of five passages with various sections underlined on one side of the
page and options to correct the underlined portions on the other side of the page.
Specifically, questions focus on usage and mechanics – issues such as commas,
apostrophes, (misplaced/dangling) modifiers, colons, and fragments and run-ons – as
well as on rhetorical skills – style (clarity and brevity), strategy, transitions, and
organization (sentences in a paragraph and paragraphs in a passage) – and sentence
structure – constructing sentences in a stylistically and grammatically correct
manner.
 Maths: The second section is a 60-minute, 60-question math test with the usual
distribution of questions being approximately 14 covering pre-algebra, 10
elementary algebra, 9 intermediate algebra, 14 plane geometry, 9 coordinate
geometry, and 4 elementary trigonometry questions.[29] However, the distribution of
question topics varies from test to test. Calculators are permitted in this section only.
 Reading: The reading section is a 35-minute, 40-question test that consists of four
sections, three of which contain one long prose passage and one which contains two
 shorter prose passages. The passages are representative of the levels and kinds of
text commonly encountered in first-year college curriculum. This reading test
assesses skills in three general categories: key ideas and details, craft and structure,
and integration of knowledge and ideas. Test questions will usually ask students to
derive meaning from texts referring to what is explicitly stated or by reasoning to
determine implicit meanings.
 Science: The science test is a 35-minute, 40-question test. There are seven passages
each followed by five to seven questions. The passages have three different formats:
Data Representation, Research Summary, and Conflicting Viewpoints. While the
format used to be very predictable (i.e., there were always three Data Representation
passages with 5 questions following each, 3 Research Summary passages with six
questions each, and one Conflicting Viewpoints passage with 7 questions.
 Reading: The optional writing section, which is always administered at the end of
the test, is 40 minutes (increasing from the original 30-minute time limit on the
September 2015 test). While no particular essay structure is required, the essays
must be in response to a given prompt; the prompts are about broad social issues
(changing from the old prompts which were directly applicable to teenagers), and
students must analyse three different perspectives given and show how their opinion
relates to these perspectives. The essay does not affect the composite score or the
English section score; it is only given as a separate writing score and is included in
the ELA score.

iii. Differential Aptitude Test.

This test covers several areas including, Verbal Reasoning, Numerical Ability,
Abstract reasoning, Perceptual Speed and Accuracy, Mechanical Reasoning, Space
Relations, Spelling, and Language Use. The tests are performed under exam
conditions and are strictly timed. DAT has been in use since 1947 and since it is
strictly timed, many takers cannot finish the whole assessment. This was authored by
George Bennett, Harold Seashore, and Alexander Wesman who aimed to look into
the aptitude of senior high students. These tests can be used to help an individual

 Choose among educational and career options based on strengths and

weakness
  Help an individual understand why they do well or poorly in certain
subjects.
 Can suggest new career options not previously considered.
 Change or raise educational and career aspirations.

 Verbal Reasoning: This test measures the ability of a student to see relationships
among words. The test consists of analogies.

For example: …….is to bark as cat is to ……. Select one of the following answers.

A maiow ------- kitten

B dog --------miaow
C dog ------scratch
D seal -------- kitten
E tree -------- Scratch

This test assesses the ability to infer the relationship between the first pair of words
and apply the relationship to the second pair of words. Verbal reasoning may be
useful in helping to predict success in academic courses as well as in occupations
where accurate communication is important. This includes business, law, education,
marketing, public relations, the arts, and journalism. It has particular relevance for
English, Irish, and other languages, as well as History. In these areas of study, a
great deal of reading is involved.

 Numerical Ability: This test measures the ability to perform mathematical reasoning
tasks. In order to ensure that reasoning rather than a computational facility is
stressed, the computational level of the problem is low. For example: 16x2 + 4y2 +
3x2 = A 19x2 + 4y2 B 19x4 + 4y2 C 23x2 y 2 D 23x4 y 2 E None of these
Numerical reasoning is important for success in courses such as mathematics,
physics, chemistry, accounting, actuary, economics, engineering, trades such as
electrician, and carpentry as well as banking, insurance, computing, and surveying.
For general business courses – all of which have some mathematical component –
good numerical reasoning can prove valuable. Those with high numerical reasoning
will enjoy using numerical/statistical data and use these creatively and accurately.
 The numerical score alone is not enough to predict ability in honours Maths which
also requires a high level of abstract reasoning.

 Abstract Reasoning: This test is a non-verbal measure of reasoning ability. It

assesses how well individuals can reason geometric shapes or design. Each test item
is a geometric series in which the elements change according to a given rule. The
student is asked to infer the rule/s that are operating and predict the next step in the
series. For example, this type of abstract reasoning is a measure of an individual’s
logical, analytical, and conceptual skills. This skill is important in courses or
occupations that require the ability to see relationships among objects in terms of
their size, shape, position, and quantities, and where the ability to analyse dynamic
changes and project them forward in time. Example:

 Perceptual Speed and Accuracy: This test measures the ability to compare and mark
written lists quickly and accurately. This test may predict success in certain kinds of
routine clerical tasks, such as filing and coding. Good scores are also desirable for
certain jobs involving technical and scientific data. Example: The following list is
given to the student. The list is then repeated on the answer sheet. The student is
instructed to mark off the underlined combination on a separate answer sheet.
Example:

A AB AC AD Ae AF
B aA aB Ba BA Bb
C A7 7A B7 7B AB

A high score can be useful in areas such as secretarial work, administration, pilot,
computing, accounting, and finance related areas.
  Mechanical Reasoning: This test measures the ability to understand
basic mechanical principles of machinery, tools, and motion. Each item
consists of a pictorially presented mechanical situation and a simply
worded question. Items require reasoning rather than special
knowledge. Example: When the handle is moved in the direction of the
arrow, in which direction will the paddle turn, A or B.

Those who do well in this test find it easy to learn how to repair and operate complex
devices. Occupations such as carpenter, mechanic, engineering, electrician, physics,
chemistry, and machine operator are among those that require good mechanical
reasoning.

 Space Relations: This test measures the ability to visualise a three-

dimensional object from a two-dimensional pattern and to visualise
how this object would look if rotated in space. Each problem shows
one pattern, followed by four three-dimensional figures. The student is
asked to choose the one figure that can be made from the pattern.
Example: The student is showing a 3 D shape and asked to fold it (in
his mind) and the select the resulting shape from the options below:
 Occupations in which an individual is required to imagine how an object would look
if made from a given pattern include, architecture, design courses, carpentry, civil and
mechanical engineering, medicine, physiotherapy, and dentistry.

 Spelling: This test measures how well the student can spell common English words.
The words are presented in a format that includes three correctly spelled words and
one misspelled word. The misspelled words reflect the most plausible and commonly
made errors identified by a major research study. Example: Which word is not spelled
correctly?

A cycle
B gurl
C arrow
D wrot

The ability to spell is a basic skill necessary in many academic and vocational
pursuits. It is also a helpful skill in courses that requires written reports.

 Language Use: This test measures the ability to detect errors in grammar, punctuation,
and capitalization. The test consists of sentences that divide into four parts. The
student must choose whether one part has an error in punctuation, capitalization, or
grammar, or whether the sentence is correct as written. Example:

Jason and Carl / will be mowing / the lawn / this Weekend / No error
A B C D E

Careers in writing and teaching require a high level of ability in this area. Other areas
include, secretarial work, law, writers, librarian, and editors.

PERSONALITY TEST
A personality test is a method of assessing human personality constructs. Most
personality assessment instruments are in fact introspective (i.e., subjective) self-
 report questionnaire measures or reports from life records such as rating scales. The
first personality assessment measures were developed in the 1920s and were intended
to ease the process of personnel selection, particularly in the armed forces. Personality
assessment is used in wide a range of contexts, including individual and relationship
counselling, clinical psychology, forensic psychology, school psychology, career
counselling, employment testing, occupational health and safety and customer
relationship management.
There are two main types of personality tests: Projective tests and non-projective tests.

 Projective Tests
A projective test is a type of personality test in which you offer responses to
ambiguous scenes, words, or images. A person's responses to a projective test are
thought to reflect hidden conflicts or emotions, with the hope that these issues can
then be addressed through psychotherapy or other appropriate treatments. According
to the theory behind such tests was that when straightforward questions are given they
are consciously constructed answers which was created by the person. The idea
behind this test is that the client answers with their uncounscious mind and without
being true fake.

i. Rorschach Inkblot Test

This test was one of the first projective tests developed and continues to be one of the
best-known and most widely used. Developed by Swiss psychiatrist Hermann
Rorschach in 1921, the test consists of 10 different cards that depict an ambiguous
inkblot.

People are shown one card at a time and asked to describe what they see in the image.
The responses are recorded verbatim by the tester. Gestures, tone of voice, and other
reactions are also noted. It has been employed to detect underlying thought disorder,
especially in cases where patients are reluctant to describe their thinking processes
openly. There are various ways in which the scoring of this test can be done:

 Location

Identifying the location of the subject's response is another element scored in the
Rorschach system. Location refers to how much of the inkblot was used to answer the
 question. Administrators score the response "W" if the whole inkblot was used to
answer the question, "D" if a commonly described part of the blot was used, "Dd" if
an uncommonly described or unusual detail was used, or "S" if the white space in the
background was used. A score of W is typically associated with the subject's
motivation to interact with his or her surrounding environment. D is interpreted as one
having efficient or adequate functioning. A high frequency of responses coded Dd
indicate some maladjustment within the individual. Responses coded S indicate an
oppositional or uncooperative test subject

Determinants Systems for Rorschach scoring generally include a concept of

"determinants": These are the factors that contribute to establishing the similarity
between the inkblot and the subject's content response about it. Rorschach's original
work used only form, color and movement as determinants. Form is the most common
determinant, and is related to intellectual processes. Color responses often provide
direct insight into one's emotional life and movement only as the experiencing of
actual motion. Symmetry of the test items

A characteristic of the Rorschach inkblots is their symmetry an asymmetry.

Asymmetric figures are rejected by many subjects; symmetry supplied part of the
necessary artistic composition.

 Exner Scoring System

The Exner scoring system, also known as the Rorschach Comprehensive

System (RCS), is the standard method for interpreting the Rorschach test. It was
developed in the 1960s by John E. Exner, as a more rigorous system of analysis. It has
been extensively validated and shows high inter-rater reliability.Rorschach
performance assessment system (R-PAS) is a scoring method created by several
members of the Rorschach Research Council. They believed that the Exner scoring
system was in need of an update, but after Exner's death, the Exner family forbade any
changes to be made to the Comprehensive System.[58] Therefore, they established a
new system: the R-PAS.

ii. Thematic Apperception Test

In the TAT test, people are asked to look at a series of ambiguous scenes and then to
tell a story describing the scene. This includes describing what is happening, how the
characters are feeling, and how the story will end.

The examiner then scores the test based on the needs, motivations, and anxieties of
the main character, as well as how the story eventually turns out. Projective
psychological test developed during the 1930s by Henry A. Murray and Christiana D.
Morgan at Harvard University. Murray's system involved coding every sentence given
for the presence of 28 needs and 20 presses (environmental influences), which were
then scored from 1 to 5, based on intensity, frequency, duration, and importance to the
plot.

The TAT is a widely used projective test for the assessment of children and adults. It
is designed to reveal an individual’s perception of interpersonal relationships.

 Thirty-one picture cards serve as stimuli for stories and descriptions about
relationships or social situations.
 Cards include specific subsets for boys, girls, men, and women.
 The test is useful as part of a comprehensive study of personality and in the
interpretation of behavior disorders, psychosomatic illnesses, neuroses, and
psychoses.

 Non-Projective techniques
Non projective techniques are subjective test in which individuals responds on
different questions. It is also called as paper and pencil technique.

Rating scale:

A rating scale is a set of categories designed to extract information about a

quantitative attribute in social science. Common examples are Likert scales and scales
of 1-10 for which a person chooses a number that is supposed to reflect the perceived
quality of a product.

The rating may be self - rating or rating of a particular trait in others. Sometimes
rating may also be done by a team of judges, rating scale is usually 3 points, 5 points,
 or 7 points. For example: A scale may have responses as Agree, disagree, strongly
agree, strongly disagree and neutral.

Interview method:
The interview method is a one-on-one conversation. Interview research is a
purposeful conversation and is inexperienced in design. Gathers detailed personal
information from individuals using verbal questions in one-on-one conversations.

Questionnaire or personality inventory:

The questionnaire is a research tool that contains many questions for the purpose of
collecting information from the respondents. It is also called as self-report inventory.
In the self-report inventory, psychologists often ask direct questions about personal
interests, values, traits, behaviors, and personality traits.

i. M.M.P.I (Minnesota Multiphasic Personality Inventory)

The Minnesota Multiphasic Personality Inventory (MMPI) is one of the most used
personality tests in mental health. This experience is used by trained professionals
who help identify personality structures and psychopathology.

M.M.P.I is the most popular of all the personality inventories, it consists of 550
statement the subject has to classify the statements into three categories. True, false or
cannot say, questions may be for example it makes me nervous to have to
wait. MMPPI is the most popular of all personality lists, it contains 550 statements in
which the participants have to categorize statements into three categories. True, false
or not.

The MMPI underwent a revision in the late 1980s. Many questions were removed or
reworded while a number of new questions were added.

 MMPI-2: The revised edition of the test was released in 1989 as the MMPI-2. 3 The
test received revision again in 2001 and updates in 2003 and 2009, and it's still in use
today as the most frequently used clinical assessment test.
 MMPI-2-RF: Another edition of the test, published in 2008, is known as the
Minnesota Multiphasic Personality Inventory-2-Restructured Form (MMPI-2-RF), an
alternative to the MMPI-2.
 MMPI-A: There is also an MMPI, published in 1992, that's geared toward adolescents
aged 14 to 18 years old called the MMPI-A. With 478 questions, it takes about an
hour to complete.
 MMPI-A-RF: In 2016, the Minnesota Multiphasic Personality Inventory-Adolescent-
Restructured Form (MMPI-A-RF) was published. Like the MMPI-2-RF, it's shorter,
with just 241 questions that take 25 to 45 minutes to answer.
 MMPI-3: The latest version of the instrument, MMPI-3, was released in 2020. The
test takes 25 to 50 minutes to complete and is available in English, Spanish, and
French for Canada formats.

ii. Edwards Personal Preference Schedule (EPPS)

Developed by psychologist and University of Washington professor Allen L.
Edwards, the Edwards Personal Preference Schedule (EPPS) is a forced choice,
objective, non-projective personality inventory. The target audience in between the
ages of 16-85 and takes about 45 minutes to complete.

The 15 personality variables are:

On the EPPS there are nine statements used for each scale. Social Desirability ratings
have been done for each item, and the pairing of items attempts to match items of
approximately equal social desirability. Fifteen pairs of items are repeated twice for
the consistency scale.

1. Achievement: A need to accomplish tasks well

2. Deference: A need to conform to customs and defer to others
3. Order: A need to plan well and be organized
4. Exhibition: A need to be the center of attention in a group
5. Autonomy: A need to be free of responsibilities and obligations
6. Affiliation: A need to form strong friendships and attachments
7. Intraception: A need to analyze behaviors and feelings of others
8. Succorance: A need to receive support and attention from others
 9. Dominance: A need to be a leader and influence others
10. Degradation: A need to accept blame for problems and confess errors to others
11. Nurturance: A need to be of assistance to others
12. Change: A need to seek new experiences and avoid routine
13. Endurance: A need to follow through on tasks and complete assignments
14. Heterosexuality: A need to be associated with and attractive to members of the
opposite sex
15. Aggression: A need to express one's opinion and be critical of others

iii. NEO-FFI

The NEO-FFI-3 is a 60-item version of the NEO-PI-3 that provides a quick, reliable,
and accurate measure of the five domains of personality (Neuroticism, Extraversion,
Openness, Agreeableness, and Conscientiousness). All updates made in the NEO-PI-
3 are reflected in this instrument. The Five-Factor Inventory was evolved to assess
personality in five main domains called OCEAN, where "O" stands for openness;
people with such traits are open to new experiences and are often named under
challenging personality, whereas the opposite to which are people who do not accept
changes easily in their lives. "C" stands for Conscientiousness; people in this domain
are extensive with their duties and responsibilities, whereas opposite to this is people
who are always unpunctual. "E" stands for extraversion; people with such traits like
to engage with new people in social surroundings and are found to strengthen
relationships, whereas shy people are the opposite of such traits. "A" stands for
agreeableness; such personalities are altruistic, sympathetic, and cooperate with
everyone, whereas the opposite are the ones who want to control everything in their
environment. "N" stands for neuroticism; some people with such a trait tend to accept
negative emotions all the time, ignoring all the positive factors in life, whereas the
opposite of such people is emotionally stable.

INTEREST TESTS

The interest test is a Psychometric Test that estimates a child’s abilities from different
angles. It differentiates the numerous ranges of abilities and inclinations present in an
 individual. This gives an individual profile to comprehend the changing aspects,
strengths and areas that require support and improvement.

Children can immensely benefit from the test as it helps one understand the overall
competencies they are developing and thus the parents and mentors are able to guide
them accordingly to explore various options.

Various preschools and schools, activity centres and academic organisations have opted
for an Interest-Aptitude test to guide student’s academic development, growth and
management.

i. Kuder Occupational Interest Survey

It is a self-report vocational interest test used for vocational guidance and

counselling. It originated in the work of G. Frederic Kuder who first began
publishing on the instrument in 1939. The Kuder is often compared to
other vocational interest tests, such as The Strong Interest Inventory.
Whereas the Strong compares the interests of the person to those of certain
groups of people holding certain occupations, the Kuder focuses on
measuring the person's broad areas of interest. Thus, th e Kuder will yield
the person's scores along ten vocational interest scales:
 Outdoor,
 Mechanical,
 Clerical,
 Computational,
 Scientific,
 Literary,
 Social Service,
 Persuasive,
 Artistic, and
 Musical.
The test results are presented as percentile scores, and the report lists them separately for men
and women. It then compares the person's scores on these scales to scores obtained by people
holding certain professions and lists the top matches. It will also report the match between the
examinee's interests and the interests reported by representative samples of students majoring
in certain academic fields. The survey itself is a paper-and-pencil test that consists of 100
forced-choice triads of activities. For each triad, the person marks the activity preferred most
and preferred least, leaving his or her intermediate choice blank. The test usually takes about
30 minutes to complete.

ii. RIASEC

The Holland Code (RIASEC) assessment test was originally developed by John Holland. It
tells you what types of careers are ideal for you based on your interests.

When it comes to choosing a career, taking into account your interests can have a significant
impact on your job satisfaction levels.

Of course, things such as the general work environment, co-workers, and reward structures
matter too, but, in my view, interests (often shaped by needs) come first.
This test is based on the theory that work environments and people can be broadly classified
into six groups. Each letter in the acronym RIASEC stands for one of these groups.
RIASEC stands for Realistic, Investigative, Artistic, Social, Enterprising, and Conventional.
This interests-based career assessment test will tell you where you lie on each of these scales.

Psychological tests are essential part for determining an individual’s personality, taste,
interest, cognitive thinking etc, but it is not that a person is categorised or typed after these
tests. The tests only give an overview of a person the depth can only be read via therapies or
self introspection.