OTIS SELF-ADMINISTERING

MENTAL ABILITY TEST

Presented to
Ms. Samia Khalid
Presenters
Shahzadi Razia Sultana – 52153
Hafsa Khan – 52077
WHAT IS OTIS MENTAL ABILITY TEST?

Results of this assessment

Designed to measure students could have been used to
general school ability. divide students in work
groups more effectively

Could have been used to

create class structure, create
or modify class goals.
 INTRODUCTION

• It consists of 75 items including ones measuring mathematic ability, language competency,

vocabulary, and basic science skills.

• It covers the range from 4th grade to the university.

The scales are in two forms

The intermediate examination (grades 4-9)

The higher examination (grades 7-12)

 RELIABILITY and VALIDITY

• Reliability of higher examination = .921

• Reliability of intermediate examination = .948

• There is no direct method to find the true validity of test except method of standardization.

• Validity for 11th grade was .55 and .842 for grade 7 to 9.
 SPECIAL FEATURES

Variety of Test
Self-Administration Simplified Scoring
Material

Ease of Figuring
Flexible Time Limit IQ’s Interpretation Chart
 SELF ADMINISTRATION

• In each of these examination provision is made for student to read for himself on the first page of the
examination booklet all the directions needed for the examination.

• A single list have 75 items, can be answered by examinee without interruption.

• Examiner distributes the blanks and give the signal to begin.

• After that, examiner can leave the place in charge of an assistant and for this reason, it has been
called as self-administering test.
 SIMPLIFIED SCORING

 Placing the number of the answer in single

column at the edge of each page.

 Easier to score whole examination in less

than
one minute.
VARIETY OF TEST MATERIAL

 Used of a wide variety of types of

questions instead of limited number.
 FLEXIBLE TIME LIMIT

• Time limit of either 20 or 30 minutes.

• 20 minutes for general survey purposes.

• 30 minutes for more accurate measure.

 EASE OF FIGURING IQ

• A chart is provided by which IQ of examinee can be found directly from the score and age in years
and months merely by locating a point on the intersection of two lines.

• No arithmetical calculation of reference to table is necessary.

 INTERPRETATION CHART

• A chart is provided in which the scores of a class or school may be plotted.

• Pupils divided into fast moving, regular, and slow moving groups merely drawing lines by lines on
the chart.

• This chart is not used for score interpretation but to find distinct aid and convenience.
 DIRECTION FOR ADMINISTERING

WHO MAY ADMINISTER THE TEST? WHEN TO GIVE EXAMINATION?

• Any teacher after a little preparation can satisfactorily • The best time to give an examination is probably at
administer either the intermediate or higher the opening of school in the morning, although the
examination. time if the day does not have serious effect on the

• Teacher should give instruction verbatim, reading if scores.

necessary.

• The teacher should not say anything that is not

prescribed, except to make clear the examinee of what
is on the first page of examination blank.
 DIRECTION FOR ADMINISTERING

Following instructions should be given:

“We are going to give you this morning or afternoon some new and afternoon tests. We will now pass
the test papers and as soon as you receive a paper you may begin to read the first page and do as it
directs, filling the blanks, etc. do not open or turn over the page. Part of the test is to see if you can
follow directions.”

• Every student should be supplied with two pencils (or a pen) and an eraser.

• Allow a reasonable time for all to finish reading the first page and trying the samples.

• Then ask, :is there anyone who does not understand the first page?” (Give any explanations if
necessary).
 DIRECTION FOR ADMINISTERING ( cont.)

• If using 20 minutes for the test, say “this will be a short test’. You will be told to stop at the end of 20
minutes instead of 30. Ask all of the participants to find the number 20 in the upper left-hand corner
of the page and make a ring around it. Be sure that all do this.

• Then say, now turn the page and begin.”

• Stop the work at exact 20 or 30 minutes and collect the papers.

 DIRECTION FOR SCORING

• The correct answers to the 75 items of both forms of intermediate and higher examination are given
in the margin of the manual.

• Place the manual over examination paper so that approximate key is adjacent to the answer given on
the examination paper.

• Place a check mark after each correct answer or cross after each incorrect and omitted answer.

• If a paper found in which examinee does not place the number in parentheses but otherwise indicate
the answer , the scorer should write in the parentheses but deduct 1 point from total score for failure
to follow the directions.
 DIRECTION FOR SCORING

• If the examinee has failed to make all his letters like printed capitals, score the paper as if all letters
were printed capitals, but deduct one point.

• Whenever an examinee has used an irregular method of taking the examination score the paper but
deduct one point for each general direction not followed.

• The total score (raw score) in the examination is the number of correct answer.

• First count up the correct answer then verify the scores by counting incorrect and omitted answers.

• Then enter the scores on the first page of blank.

 RAW SCORE INTO PERCENTILE and I.Q
PERCENTILE
• Raw scores are then converted into the percentile
according to the given table in the manual.
• If a student exceeds 75 percent of individual of his
own age in score he is said to have percentile rank of
75.
IQ
• A chart is provided by which I.Q of the examinee can
be found directly from the score and age by locating a
point on the intersection of two lines.
• A simple and easy way to obtain I.Q is to add 100 to
score of individual and subtract from this sum the
score which is the norm of his age. For example 15
year student in higher examination has 34 score but
the norm of his age has 36, his I.Q is 34+100-36 = 98
 INTERPRETATION OF RESULTS

Two aspects of mental quality

MENTAL ABILITY
BRIGHTNESS

• Refers to the innate mental quality which increases • Refers to that constant quality which determines the
with age. rate of growth of the mental ability of an individual

• It is measured by the individual’s score in the test. and the degree of mental ability which he will
eventually reach
• It is the innate ability and intermediate examination
• It is measured by comparing his score with that of
depicts it.
others of his own age.

• It is the qualification and higher examination depicts

it.
 APPLICATION OF RESULTS

1. The division of pupil of a grade or the student of class into more homogeneous divisions.

2. The regarding of pupil so that pupil of each grade are more homogeneous in mental ability then more easily taught
together.

3. The division of pupil of school into groups which will progress at different rates.
 DRAWBACKS OF OTIS MENTAL ABILITY
TEST

1. When a 30 min. period is allowed for taking the Otis self-administering test of mental ability nearly 40% of the
subjects complete the test.

2. When only 20 min. are allowed, this figure is reduced to 10%.

3. The items are not properly arranged in order of difficulty for adult subjects, Many supposedly comparable items in the
various forms of the test are not of equal difficulty.

Reference

Hovland, C. I., & Wonderlic, E. F. (1939). A critical analysis of the Otis self-administering test of mental ability—higher
form. Journal of Applied Psychology, 23(3), 367–387. https://doi.org/10.1037/h0056999
 RESEARCH ARTICLE

Impact of Anxiety on the Academic Achievement of Students Having

Different Mental Abilities at University level in Bahawalpur (Southern

Punjab) Pakistan

Reference

Nadeem, M., Ali, A., Maqbool, S., & Zaidi, S. U. (2012). Impact of anxiety on the academic achievement of
students having different mental abilities at university level in Bahawalpur (Southern Punjab)
Pakistan. International online journal of educational sciences, 4(3), 519-528.
 RESEARCH

Nadeem et al. (2012)

Type of Study Descriptive
Sample • 200 students of Islamia University of Bahawalpur
• Male and Female

Sampling Technique Stratified Sampling

Measures 1. Otis self-mental administering test
2. Anxiety measurement scale

Data Analysis • At first, Otis Mental Ability test applied.

• IQ was measured and 97 students (IQ 90-104) were selected for the application of
anxiety measurement scale.
*3 groups were made on the basis of IQ: 90-94, 95-99, 100-104.
 RESEARCH

Nadeem et al. (2012)

Results • Anxiety has its very high impact on students' academic achievement of IQ (90-94).
• Anxiety has its very high impact on students' academic achievement of IQ (95-99).
• Anxiety has its very high impact on students' academic achievement of IQ (100-104).
• There is negative relationship between anxiety and academic achievement, which means
that if one factor increases, the other will decrease.
• Anxiety has its low impact on academic achievement of the male students having IQ (90-
94).
THANK YOU…!!