2. SUB TOPICS
• Test of
Intelligence,aptitude,interest,personality
• Achievement test
• Test for special mental and physical
abilities and disabilities
• Socio- economic statues scale.
3. OBJECTIVES
• At the end of the seminar the students are able
to—
• Select test for intelligence, of various age
group.
• Find a test suitable for your requirement.
• Administer the test and understand your
responsibility.
• Discuss the growth of intelligence, measurement
of intelligence and special ability of intelligence
tests.
• What are personality tests and their types.
• Discuss Interest and personality assessment.
4. Focal areas and scope of
educational psychology
• There are five major areas covered by
educational psychology
• Learner
• The learning process
• The learning situation
• The teaching situation
• Evaluation of learning performance
5. SCOPE
• Educational psychology helps the teacher
in the realization of the aims of education.
• The knowledge about the learner is as
necessary as that of the subject.
• Psychology tests the aims of education.
• The teaching situation.
• Evaluation of learning performance.
6. INTELLIGENCE AND
INTELLIGENCE TESTS
• Intelligence means the manner with which
an individual deals with facts and
situations.
• Intelligence is the aggregate or the global
capacity of the individual to act
purposefully to think rationally and to deal
effectively with the environment.
7. DEFINITION OF INTELLIGENCE
• Intelligence is the global capacity of an
individual to act purposefully to think
rationally and to deal effectively with her
environment.
8. FOUR FOLD CLASSIFICATION
OF DEFINITION OF
INTELLIGENCE
• The first group of definition places the
emphasis upon the adjustment and
adaptation of the individual to his total
environment or to its limited aspects.
According to this group intelligence is
general mental adaptability to new
problems and to new situations of life.
9. • The second group of definition of
intelligence stresses the ability to learn.
• The more intelligent a person, the more
readily and extensively she is able to learn
and enlarge his field of activity and
experience.
10. • The third group of definition maintains that
intelligence is the ability to carry an
abstract thinking.
• This implies the effective use of ideas and
efficiency in dealing with symbols specially
numerical and verbal symbols.
11. The fourth category refers to the operational definition
ABILITY TO ADJUST
Burt 1949 ‘ It is the power of redjustment to relatively
novel situations by organising new psycho-physical
coordination.
Johnson-It stands for an ability to solve the general run of
human problems to adjust too new situations.
William James 1907- It is the ability to adjust oneself
successfully to relatively new situations.
12. ABILITY TO LEARN
• Buchinghm 1921- Intelligence is the
learning ability.
• Woodraw– It is the capacity to acquire
13. ABILITY TO DO ABSTRACT
REASONING
• E.L. Thorndike 1931- we may define
intelligence in general as the power of a
good responses from the point of view of
truth or fact.
• P.E.Vernor—All round thinking capacity or
mental efficiency.
14. NATURE OF INTELLIGENCE
• Two factor theory [Speaman]
• Multi factor theories [Thrustone and
Guilford]
• Process oriented theories
• Information processing theories
• Other thories.
15. THREE BROAD AREAS OF
INTELLIGENT BEHAVOUR
• Abstract intelligence – He defined this as the ability to
understand and manage ideas and symbols such as
words,numbers,chemicals or physical formulas,legal
decisions.
• Mechanical intelligence– this includes the ability to clean
to understand and manage things and mechanisms such
as knife, a gun,a moving machine and autombile.
• Social intelligence—this is the ability to understand and
manage men and women boys and girls to act wisely in
human relations.
16. CHIEF CHARACTERISTICS
ABOUT INTELLIGENCE
• Inherited intelligence.
• Intelligence and influence of enviromental
factors.
• Intelligence ,adjustement and inventions
• Distribution of intelligence.
• Intelligence and sex differences.
17. GROWTH OF INTELLIGENCE
• Intelligence test scores provide mental age
level.If the child has an average mental
age, then a corelation of his mental age
[M.A] and the chronological age [C.A.] will
form a straight line. In case the individuals
mental age [M.A] is higher then the
chronological age [C.A.] then the curve will
be different.
18. MEASUREMENT OF INTELLIGENCE
• Vocabulary
• Verbal analogies
• Sentence completion
• Arithmetic reasoning
• Number series
• Picture arrangement
• Comprehension
• Similarities
• General information
• Digital span
• Digital symbol substitution
• Figure analogies
• Classification
• Multi mental
19. MEASURING SPECIAL ABILITIES
• Primary mental abilities test [P.M.A.test]
• The primary abilities as measured by this
test are-
• Number facility
• Verbal comprehension
• Spatial perception
• Word fluency
• Reasoning
• Rote memory
20. DIFFERENTIAL APTITUDE TEST
BATTERY
• Verbal reasoning
• Numerical ability
• Abstract reasoning
• Space relations
• Mechanical reasoning
• Clerical speed and accuracy
• Language usage
21. GENERAL APTITUDE TEST
BATTERY
• It consists of 15 tests which cover 9 factors such as.
• Intelligence
• Verbal aptitude
• Numerical aptitude
• Spatial aptitude
• Form perception
• Clerical perception
• Manual dexterity
• Motor coordination
• Finger dexterityssssssss
22. CRITERIA OF A GOOD TEST
• Reliability
• Validity of a test
• Objectivity
• Predictability
• Administrative ease.
23. USES OF INTELLIGENCE TEST
• Selection of students to a school
• Classification of pupils
• Detection of superior and inferior
intelligence
• Selection of suitable occupation
• Award of scholarship
24. • Determination of the optiumum level of
work.
• Assessment of teachers work.
• The discovery of unusual cases
• Intelligence and success in college
• Help in diagnosis of backwardness
• Evaluation of methods and materials.
25. LIMITATIONS OF THE
INTELLIGENCE TESTS
• To measure intelligence which itself is not
a clear conception.
• Intelligence is not the only factor which
plays a significant role in the success or
failure of a man.
• Intelligence tests fail to take into account
the environmental factors.
26. INTEREST
• Interest means to be curious or concerned
about something and is more like a personal
feeling.
• Interest is more difficult to measure then
intelligence or aptitude,but tests can do this.
• By answering certain questions and looking
at the total answers objectively you can
become more aware of where your main
interest are.
• Interest grows with knowledge.
27. PERSONALITY TESTS
• Personality tests are commonly in day to
day psychometric testing.
•These are classified into five types.
1.Assess specific traits.
2.Evaluate adjustment to different situation
3.Classify into personality disorders
4.Screen persons into two.
5.Evaluate interest, values and attitudes.
28. PERSONALITY ASSESSMENT
• Assessing means to measure or to
evaluate.
• The most common methods of assessing
personality are ---
• Observation
• Questionnaires
• Projective
29. OBSERVATION
• It is possible to evaluate personality traits
by direct observation of a person.
30. INTERVIEW
• Interviews are used to evaluate a persons
personality for the purpose of employment
and for education as well as for identifying
personality traits and disturbances for any
other reasons.
31. QUESTIONNAIRES
• Questionnaires are written tests in which
people answer questions about
themselves.
• This is probably the most common written
method to measure personality.
33. PROJECTIVE TESTS
• Observation,interviews,rating scales
questionnaires and personality profiles all
help to provide information about what can
be seen in a persons behaviour.
• Projective tests focus upon what is inside
a person rather then what can be
observed.
34. ACHIEVEMENT TESTS
• These tests asses learners achievement
particularly in the cognitive domain.
• In nursing education we use the achievement
tests to assess the students knowledge.
• Common types of tests are---
• Essay type tests
• Short answer type tests
• Objectives type tests
• Oral tests
35. ESSAY TYPE TESTS
• Essay type tests consists of questions for
which the students prepare her own
answers.
• The essay type test may evaluate the
knowledge areas alone.
36. GENERAL PRINCIPALS FOR
PREPARING ESSAY TYPE TEST
• No lengthy questions
• Avoid phrases
• Well structured question
• Well worded questions
• Limited choices
• Set the questions as per level of the
students
37. ADVANTAGES OF ESSAY TYPE
TEST
• Test the ability to communicate in writing.
• Test depth of knowledge and understanding.
• Provide an opportunity to the students to
demonstrate her ability for independent thinking.
• The student can demonstrate her ability to
organize ideas and express them effectively.
• Take comparatively short time for the teacher to
prepare the test.
38. DISADVANTAGES OF ESSAY
TYPE TESTS
• Lack of objectivity
• Cover only a limited field of knowledge in
one test.
• Provide negligible feedback
• Take a long time to score
• Present difficulties in obtaining consistent
judgement of performance
39. SHORT ANSWER TYPE TESTS
PRINCIPALS
• Use action oriented precise verbs.
• Deal with important content area.
• Question long but answer short.
• Precise,simple and accurate language.
• Provide necessary space for the answers
below each question asked.
• Avoid phrases like briefly short notes on
etc.
40. ADVANTAGES OF SHORT
ANSWER TYPE
• Easy to score.
• Reliability of score is improved.
• Response is quick.
41. Disadvantages of short answers
type tests
• Difficult to construction of reliable items.
• It is costly to prepare these tests.
