The Stanford-Binet Intelligence Scales (SB5) measures five factors of cognitive ability: Fluid Reasoning, Knowledge, Quantitative Reasoning, Visual-Spatial Processing, and Working Memory. It is an individually administered assessment for ages 2 to 85+ years. Administration takes approximately 5 minutes per subtest. The test measures both nonverbal and verbal domains of Fluid Reasoning. Nonverbal tasks include object series/matrices puzzles while verbal tasks involve early reasoning and verbal analogies questions.

1. MEASUREMENT
OF
PERSONALITY

2. PERSONALITY
 The word "personality" originates
from the Latin persona, which
means mask.
 "Personality" can be defined as an
organized set of characteristics
possessed by a person that uniquely
influences his or her cognitions,
emotions, interpersonal
orientations motivations,
and behaviors in various situations
 Personality is the particular
combination of emotional, attitudinal,

3. Measurement of Personality
 Projected techniques
 Personality inventories
 Observation

4. OBSERVATION
 Observational skills play an import
ant part in most assessment
procedures.
Sometimes the things that we obse
rve confirm the person's self-
report, and at other times the
person's overt behavior appears to
be at odds with what he
or she says.
 Observational procedures may be
either informal or formal.

5.  Informal observations are prima
rily qualitative.
 The clinician observes the
environment in
person's behavior and
which it occurs without attempti
ng to record
the frequency or intensity of
specific responses.

6. PROJECTED TECHNIQUES
Projective test is a personality test
designed to let a person respond to
ambiguous stimuli, presumably revealing
hidden emotions and internal conflicts.
 Thematic Apperception Test(TAT)
 Drawing Test
 Rorschach test

7. Thematic Apperception Test
 TAT was developed by Henry
Murray, a psychologist at
Harvard (1938).
 Its adherents claim that it taps a
subject's unconscious to
reveal repressed aspects
of personality,
motives and needs for achieve
ment, power and intimacy,
and problem-solving abilities.
 There are 31 cards in the
standard form of the TAT

8. Procedure
 The TAT is popularly known as the picture
interpretation technique because it uses a standard
series of provocative yet ambiguous pictures about
which the subject must a story. The subject is asked
to tell as dramatic a story as they can for each
picture presented, including:
 What has led up to the event shown?
 What is happening at the moment?
 What the characters are feeling and thinking?
 What the outcome of the story was?

13. Rorschach test
 The test takes its name from that of its creator,
Swiss psychologist Hermann Rorschach (in
1922).
 The Rorschach test (also known as Inkblot
test) is a psychological test in which subjects'
perceptions of inkblots are recorded and then
analyzed using psychological interpretation,
complex scientifically derived algorithms, or both.
 It has been employed to detect an
underlying thought disorder, especially in cases
where patients are reluctant to describe their

14. Goals of Rorschach test
 The general goal of the test is to provide data
about cognition and personality variables such
as motivations, response tendencies, cognitive
operations, affectivity, and
personal/interpersonal perceptions.

15.  There are ten official
inkblots, each printed on a
separate white card,
approximately 18x24 cm in
size. Each of the blots has
near perfect bilateral
symmetry.
 Five inkblots are of black
ink, two are of black and
red ink and three are
multicolored, on a white
background.

17. PERSONALITY INVENTORIES
 A personality inventory is an
assessment tool used to determine
which of these personality types a
person falls into.
 It is used as part of a self assessment
done for career planning purposes.

18. Bell Adjustment Inventory
 The well known and widely used personality inventory is
the Bell’s adjustment Inventory which measures four areas
of adjustment home, health, social, emotional, separately
as well as composite scores.
 Total numbers of items are 80.
 Do you have many headaches?
 Is your mother the dominant member of the family?
 Have you ever felt that someone was hypnotizing you and
making you act against your will?
 Do you embarrassed when you have to enter a public
assembly after everyone else has been seated?
 Do you feel there has been a lack of real affection and love in
your home?

19. Minnesota Multiphasic Personality
Inventory(MMPI)
 The Minnesota Multiphasic Personality Inventory
(MMPI-2; MMPI-A) is a written psychological
assessment, or test, used to diagnose mental
disorders.
 It was developed by J.C.McKinley & S.R. Hathway.
 It consists of 556 statements.
 The subject has to classify the statements into 3
categories--YES, NO, CANNOT SAY. It is one of the
most frequently used personality tests in mental

20. Number Abbreviation Description What is measured No. of items
Concern with bodily 32
1 Hs Hypochondriasis symptoms
2 D Depression Depressive Symptoms 57
Awareness of problems and 60
3 Hy Hysteria vulnerabilities
Conflict, struggle, anger, 50
4 Pd Psychopathic Deviate respect for society's rules
Masculinity/ Stereotypical masculine or
5 MF feminine 56
Femininity interests/behaviors
Level of trust, 40
6 Pa Paranoia suspiciousness, sensitivity
Worry, Anxiety, tension, 48
7 Pt Psychasthenia doubts, obsessiveness
Odd thinking and social 78
8 Sc Schizophrenia alienation
9 Ma Hypomania Level of excitability 46
10 Si Social Introversion People orientation 69

21. MEASUREMENT
OF
APTITUDE

22. APTITUDE
 Acquired or natural ability (usually
measurable with aptitude tests),
for learning and proficiency in a specific
area or discipline.
 Aptitude is a natural ability to acquire
relatively general or special types of skills
or knowledge.

23. SCHOLASTIC APTITUDE TESTS
 Scholastic Aptitude Test (SAT)
SAT test is a first step to find out which
college is best for study. The SAT exam
serves as a platform to examine students
on logical thinking and analytical abilities.

24. SAT test consists of three main
sections:
 Critical Reading Section:
The critical reading section includes reading passages
and sentence completions.
 Writing Section:
The writing section includes a short essay and multiple-
choice questions on identifying errors and improving
grammar and usage
 3. Mathematics Section:
The mathematics section includes questions on arithmetic
operations, algebra, geometry, statistics and probability.

25. The SAT is made up of 10 sections
 A 25-minute essay
 Six 25-minute sections (mathematics, critical
reading and writing)
 Two 20-minute sections (mathematics, critical
reading and writing)
 A 10-minute multiple-choice writing section
 Scoring:
Each section of SAT (critical reading, mathematics
and writing) will be scored on a 200- to 800-point ,
for a possible total of 2400.

26. Graduate Record
Examinations(GRE)
 Colleges and universities use the Graduate
Record Examinations to evaluate students.
 It is conducted by Educational Testing
Service (ETS).
 GRE tests a student’s verbal and quantitative
skills largely through multiple choice type
questions, and an essay writing section tests

27. It consists of 3 sections:
 Verbal Reasoning: The verbal section
consists of text completions, sentence
equivalence and reading
comprehension passages
 Quantitative Reasoning:
The quantitative section, the other multiple-
choice section, consists of problem solving
and quantitative comparison questions that
test high-school level mathematics.
 Analytical Writing: The analytical writing
section consists of two different essays, an
"issue task" and an "argument task".

28. VOCATIONAL APTITUDE TESTS
 Mechanical Aptitude Test (MAT) for mechanics,
machine operators , assembly line workers,etc.
As different mechanical jobs require different
abilities so variety of mechanical aptitude tests
are available .e.g.
How much weight is required to balance the lever?

29. Differential Aptitude Test
 It has proved more successful in predicting
academic success and found useful for
providing educational and vocational guidance.
 Individual or Group - 60 to 90 minutes per
battery, Paper & Pencil

30. The test induced in the DAT are the following:
 Verbal Reasoning: Verbal reasoning ability is
important for any work involving the
communication of ideas or the interpretation of
written material.
 Numerical Reasoning: This differential aptitude
test measures your capability to interpret
numerical relationships between different figures.
Mathematical reasoning is also tested.
 Abstract Reasoning : This differential aptitude
test measures your reasoning when you solve
problems in terms of size, shape, position,
quantity or other geometric figures and shapes.
Logical thinking is involved.

31.  Mechanical Reasoning: Mechanical Reasoning
(MR) measures your ability to understand
mechanical principles of machines, motion and
devices.
 Space Relations: Space Relations (SP)
measures your capability to analyze three
dimensional figures.
 Language Differential: Language Usage Test is
used to measure your ability to detect
grammatical and other language errors (using
present/past tense, direct/indirect speech,
capitalization etc). This test is mainly used to
screen candidates for jobs in journalism, review
writing and management courses.

32. VALUES OF APTITUDE TESTING
 They are excellent predictors of future
scholastic achievement
 They provide ways of comparing a child’s
performance with that of other children in
same situation.
 They provide a profile of strengths and
weaknesses.
 They assess differences among
individuals.
 They have uncovered hidden talents in

34. Introduction
 In Latin ,the word 'interest' means 'it concerns'
or 'it matters'.
 Interest is the feeling that prompts us to
spontaneous activity . Once interests is aroused
in studies, games, literature and good conduct,
the child will consider no sacrifice and effort too
great to attain proficiency .

35. Definition
 Interest is a feeling
or emotion that
causes attention to focus on
an object or an event or a
process.
 'An interest is a tendency to
become absorbed in an
experience and to continue
it.’
 A state of curiosity or concern
about or attention to
something:

36. IMPORTANCE OF INTERESTS IN
DEVELOPMENT
 One's interests offers the best clue for
finding out one's motivation. The interests
the younger children develop have a
powerful influence on their behavior not
only during childhood but also when they
grow older.
 Interests in painting or music in adulthood
,usually orginate during childhood.

37.  A girl who is the interested in matters of
health or in the functioning of human
body may aspire to be a nurse or doctor
when she grows up, while a boy who
has strong interest in sports may want to
become an athletic coach

38. Uses
 Interest inventories are used to assess
interests by a variety of institutions
including high schools and college
advising officers, social service
agencies, employment agencies,
consultations firms and community
organizations.

39. MEASUREMENT OF INTEREST
LASSI (Learning and Study Strategies
Inventory)
 The LASSI is a 80-item assessment of students'
awareness about and use of learning and study
strategies related to skill, will and self-regulation
components of strategic learning.

40.  Anxiety Scale —Measures how tense or concerned a
student is when approaching a task—a student feels
panicky or globalizes the effects of an exam. LEARN to
break larger tasks down in to smaller, more manageable
tasks.
 Attitude Scale —Measures general motivation for
succeeding in school. FOCUS on higher level goal
setting and reassess how school fits in to the bigger
picture.
 Concentration —Measures a students ability to focus
(when studying and listening) and not being distracted.
ASSESS where to sit in class and where to study.
 Information Processing —Measures a student’s ability to
learn by the use of elaboration, creativity, and
organization strategies. DEVELOP various approaches
such as mnemonic devices and note-taking strategies.
 Motivation —Measures a student’s general motivation to
perform specific tasks related to achieving success and
the degree to which he accepts responsibility for daily

41.  Self Testing —Measures a student’s ability to test
her own level of understanding
 Selecting Main Ideas —Measures how well a
student can identify important material. DEVELOP
skills on how to separate out critical information by
asking “What is really being asked?” or “What is the
author or my professor really trying to say?”
 Study Aids —Assesses student’s use of resources
to help him learn or retain information.
 Time Management —Measures a student’s ability to
apply time management principles to academic
situations. REFLECT on your behavior, your various
energy levels, and procrastination by making a clear
time management plan.
 Test Strategies —Assesses a student’s use of test
preparation and test taking strategies

42. Self-Directed Search
 The SDS is a guide to educational and career
planning. It was first developed by Dr. John
Holland in 1971 and subsequently has been
revised three times.
 The SDS is the most widely used interest
inventory in the world.
 The test takes just 20-30 minutes to complete
Groups
 It is based upon the theory that people can be
loosely classified into six different groups:
Realistic, Investigative, Artistic, Social,

43.  Realistic (R) people like realistic careers such
as auto mechanic, aircraft controller, surveyor,
electrician, and farmer.
The R type usually has mechanical and athletic
abilities, and likes to work outdoors and with
tools and machines..
 Investigative (I) people like investigative
careers such as biologist, chemist, physicist,
geologist, anthropologist, laboratory assistant,
and medical technician.
The I type usually has math and science abilities,
and likes to work alone and to solve problems.

44.  Artistic (A) people like artistic careers such as
composer, musician, stage director, dancer,
interior decorator, actor, and writer. The A type
usually has artistic skills, enjoys creating
original work, and has a good imagination.
The A type generally likes to work with creative
ideas and self-expression more than routines
and rules.
 Social (S) people like social careers such as
teacher, speech therapist, religious worker,
counselor, clinical psychologist, and nurse.
The S type generally likes to help, teach, and
counsel people more than engage in

45.  Enterprising (E) people like enterprising careers
such as buyer, sports promoter, television
producer, business executive, salesperson, travel
agent, supervisor, and manager.
The E type usually has leadership and public
speaking abilities, is interested in money and
politics, and likes to influence people.
 Conventional (C) people like conventional
careers such as bookkeeper, financial analyst,
banker, tax expert, secretary, and radio
dispatcher.
The C type has clerical and math abilities, likes to
work indoors and to organize thing.

46. MEASUREMENT
OF
INTELLIGENCE

47. Intelligence
 Intelligence has been defined in different
ways, including the abilities for abstract
thought, understanding, communication, ,
reasoning , learning, retaining, planning,
and problem solving.
 There are two major types of intelligence
test, those administered to individuals and
those administered to group

48. The two main individual intelligence tests
are :
 Stanford-Binet Intelligence Test
 Wechsler tests, - Wechsler Intelligence
Test for Children (WISC) and the Wechsler
Adult Intelligence Scale (WAIS) for adults
Group-administered intelligence tests
involve a series of different problems and
are generally used in mass testing
situations such as the military and schools.
Examples of group tests are:

49. Stanford-Binet Intelligence Scales
(SB5), Fifth Edition
Type Cognitive ability assessment
Purpose
Individually administered assessment of
intelligence and cognitive abilities
Measures
Fluid Reasoning, Knowledge, Quantitative
Reasoning, Visual-Spatial Processing, Working
Memory
Ages
2 to 85+ years
Times
Approximately 5 minutes per subtest

50. FACTORS NON VERBAL VERBAL
Nonverbal Fluid Reasoning Verbal Fluid Reasoning
Fluid Reasoning
Activities: Object Series/Matrices Activities: Early Reasoning (2-
(FR)
(Routing) 3), Verbal Analogies (5-6)
Nonverbal Knowledge
Knowledge Verbal Knowledge
Activities: Procedural Knowledge
(KN) Activities: Vocabulary (Routing)
(2-3)
Quantitative Nonverbal Quantitative Reasoning Verbal Quantitative Reasoning
Reasoning Activities: Quantitative Reasoning Activities: Quantitative
(QR) (2-6) Reasoning (2-6)
Nonverbal Visual-Spatial
Visual-Spatial Verbal Visual-Spatial Processing
Processing
Processing Activities: Position and Direction
Activities: Form Board (1-2), Form
(VS) (2-6)
Patterns (3-6)
Verbal Working Memory
Working Memory Nonverbal Working Memory
Activities: Memory for
(WM) Activities: Block Span (2-6)
Sentences (2-3), Last Word (4-6)

51. Wechsler Adult Intelligence Scale
(WAIS)
 The Wechsler Adult Intelligence Scale (WAIS) is a
test designed to measure intelligence in adults and
older adolescents. It is currently in its fourth edition
(WAIS-IV).
 Indices and scales
There are four index scores representing major
components of intelligence:
 Verbal Comprehension Index (VCI)
 Working Memory Index (WMI)
 Perceptual Reasoning Index (PRI)
 Processing Speed Index (PSI)

52. SUBTESTS
The Verbal Comprehension Index includes four tests:
 Similarities: Abstract verbal reasoning (e.g., "In what
way are an apple and a pear alike?")
 Vocabulary: The degree to which one has learned,
been able to comprehend and verbally express
vocabulary (e.g., "What is a guitar?")
 Information : Degree of general information acquired
from culture (e.g., "Who is the president of Russia?")
 Comprehension [Supplemental]: Ability to deal with
abstract social conventions, rules and expressions
(e.g., "What does Kill 2 birds with 1
stone metaphorically mean?")

53. The Working Memory Index is obtained from
three tests:
 Digit span: attention, concentration, mental
control (e.g., Repeat the numbers 1-2-3 in
reverse sequence)
 Arithmetic: Concentration while manipulating
mental mathematical problems (e.g., "How many
45-cent stamps can you buy for a dollar?")
 Letter-Number Sequencing [Supplemental]:
attention and working memory (e.g., Repeat the
sequence Q-1-B-3-J-2, but place the numbers in
numerical order and then the letters in

54. The Processing Speed Index includes three
tests
 Symbol Search: Visual perception,
speed
 Coding: Visual-motor coordination,
motor and mental speed

55. The Perceptual Reasoning Index comprises five
tests
 Block Design: Spatial perception, visual
abstract processing & problem solving
 Visual Puzzles: non-verbal reasoning
 Picture Completion [Supplemental]: Ability
to quickly perceive visual details
 Figure Weights [Supplemental]: quantitative
and analogical reasoning.

59. Fluid reasoning

61. Matrix reasoning

62. Foam Board test

63. Multidimensional Aptitude
Battery-II
 The Multidimensional Aptitude Battery-II
(MAB-II) assesses aptitudes and
intelligence.
 Administer to: 16 years old and older
Administration time: 100 minutes
Number of items: 335 items

64. The MAB-II assesses 10 distinct domains of
human intellectual functioning, grouped into two
(2) broader categories, as follows:
 Verbal: Information, Comprehension,
Arithmetic, Similarities, Vocabulary
 Performance: Digit Symbol, Picture
Completion, Spatial, Picture Arrangement,
Object Assembly

65. Cognitive Abilities Test
 The Cognitive Abilities Test (CogAT, CAT) is
designed to measure students’
learned reasoning abilities in the three areas most
linked to academic success in school: Verbal,
Quantitative and Nonverbal.

66.  Verbal Battery
 Three sub-tests are administered in the verbal
section. Each test has approximately 20 questions
and the student is given ten minutes to complete each
sub-test.
 Verbal Classification
Example: green blue red.
Choices: color; crayon, paint, yellow, rainbow.
 Sentence Completion
Example: Apples on trees.
Choices: fall; grow; show; bloom; spread.
 Verbal Analogies
 Example: new (is to) old : wet (is to)
Choices: rain; drip; hot; sun; dry

67.  Quantitative Battery
 The Quantitative Battery tests the student's
quantitative reasoning and problem solving ability
and provides an appraisal of the student's
general level of abstract reasoning.
 Three tests are administered in the quantitative
battery. The first test has twenty-five questions
and students are given 8 minutes to finish. The
second has 20 questions with a 10 minute testing
time. The third has fifteen questions with a 12
minute testing time.

68.  Quantitative Relations
The student is given two problems numbered one and
two with three answer choices. The student is to
solve the two problems
Example: 1. 0+3 2. 3+0
Choices: a) 1 is greater than 2; b) 1 is less than 2;
c) 1 is equal to 2.
 Number Series
Example: 5; 10; 15; 20
Choices: 25; 30; 35; 40; 45.
 Equation Building
The student is given numbers and signs. The student
is asked to combine the numbers and signs to get a
solution that is an answer choice.
Example: 1 2 3 - x

69.  Non-Verbal Battery
The tests in the nonverbal battery are between fifteen and
twenty-five questions each and students are given ten
minutes for each test.
 Figure Classification
The student is given three figures that are alike in some
way. They are given three answer choices and five
pictures to choose from. They are asked to decide which
figure goes best with the three answer choices.
 Example: The student is given three items that are odd
shaped but each one has 4 sides and is black.
Choices: a black circle; a black triangle; a 4 sided white
object; a black 4 sided object; six-sided white object.
 Figure Analogies
The student is given three figures. The first two figures go
together; the third figure goes with one of the answer

70.  Figure Analysis
The student is shown how a square piece of dark
paper is folded and where holes are punched in it.
The student is to figure out how the paper will look
when it is unfolded.
 Example: If a dark piece of paper is folded in the
center from top to bottom and a hole is punched in
the bottom right hand corner, what will the piece of
paper look like when it is unfolded?
Choices: A) one hole in the bottom right hand
corner; B) one hole in the bottom right hand corner
and one in the top right hand corner; C) one hole in
the top right hand corner; D) one hole in the bottom
right hand corner and one in the bottom left hand
corner; E) one hole in the bottom right hand corner

71. MEASUREMENT
OF
SOCIOECONOMIC
STATUS

72. Socioeconomic status
 Assessment of socioeconomic status
(SES) is an important aspect in
community based studies. Evaluation of
SES of a family would mean the
categorization of the family in respect of
defined variables such as education,
occupation, economic status, physical
assets, social position, etc

73. Kuppuswamy's SES Classification is based
on education, occupation & income of family
head
EDUCATION
Professional degree, PG and above 7
Graduate 6
Intermediate or pass high school 5
diploma
High school certificate 4
Middle school completion 3
Primary school 2
Illiterate 1

74. Occupation
Profession 10
Semi profession 6
Clerk, shop owner, farm owner 5
Skilled worker 4
Semi skilled worker 3
Unskilled 2
Unemployed 1

75. Per capita income (Rs. per month)
Original income Modified
12
>2000 >21660
10
1000-1999 10830-21659
6
750-999 8122-10829
4
500-749 5415-8121
3
300-499 3249-5414
2
101-299 1093-3248
1
<100 < 1093

76. The total score is graded as
follows:
Upper 26-29
Upper middle 16-25
Lower middle 11-15
Upper lower 5-10
Lower <5

77. VISUAL HANDICAP
 It means being partially sighted, having low
vision, being legally blind, and being totally blind,
these terms are used in the educational context
to describe students with visual impairments.
 Visual impairment is vision loss of a person
having reduced vision, a handicap that
constitutes a significant limitation of visual
capability resulting from disease, trauma or a
congenital or degenerative condition that cannot
be corrected by conventional means, including
refractive correction, medication, or surgery.

78. VISUAL HANDICAP
 Signs
Watery eyes
Reddened eyelids
Rubs eyes excessively
Blink more frequently
Complaints about headache following classroom
eye walk
Place eye close to learning material

79. SNELLEN CHART
 A standard eye chart
is necessary to make
comparisons and to
record people's visual
acuity. The most
common chart used
in most doctors'
offices is the Snellen
eye chart.

80. Intelligence testing for the visually
impaired
 A variety of IQ tests are available for the visually
impaired.
 Testing conditions
 An appropriate testing environment is one where
there are few distractions and adequate lighting.
 The examinee should be allowed time to become
comfortable and familiar with the room setting.
 The examiner must take some time in order to
describe any testing materials that are part of the
test.
 Examinees should be given the opportunity to
experience touching the materials before the test
starts.
 Wherever there is typed material it should be

81.  Haptic intelligence test: for adult blind
The Haptic intelligence test is is a
performance-based intelligence measure for
blind and partially sighted adults and can be
completed in up to an hour and a half. It is a
tactile performance test
It consists of the following subtests:-
 Dot symbol: analyzing dot patterns
 Object assembly: assembling puzzle parts
such as cubes
 Pattern board: examining and reproducing
peg board patterns
 Bead arithmetic: solving arithmetic problems

82. Cognitive test for the blind (CTB)
 The CTB assesses cognitive functions
including measures of abstract
reasoning, auditory language functions,
memory and spatial abilities.
 It consists of : auditory analysis,
immediate digit recall, language
comprehension and memory,,
vocabulary.

83. HEARING HANDICAPPED
 Deafness: Temporary or permanent
impairment or loss of hearing.
 Hearing impairement: is a full or partial
decrease in the ability to detect
or understand sounds.
 Deaf-blindness: means a combination of
hearing and visual impairments which
causes such severe communication and
other developmental and educational
needs that they cannot be accommodated
in special education programs solely for

84. Tests
 Audiometry : An audiometry exam tests
your ability to hear sounds. Sounds vary
based on their loudness (intensity) and the
speed of sound wave vibrations (tone).
 A tuning fork may be used. The tuning fork
is tapped and held in the air on each side
of the head to test the ability to hear by air
conduction. It is tapped and placed against
the mastoid bone behind each ear to test
bone conduction.

85. SLOW LEARNER
 They exhibit due to more psychological
processes involved in understanding and in
using spoken of written language referred to as
perceptual problems, brain injuries, dyslexia ,
developmental aphasia.
 Slow learners means educational retardation
and intellectual score between 75-90.

86. MEASUREMENT
 Detroit test of hearing aptitude:
 The DTLA-4 is one of the oldest and most respected
tests that evaluate specific mental abilities of individuals
ages 6 to 17.
Scales & Forms
 Word Opposites
 Reversed Letters
 Basic Information
 Story Sequences
 Design Sequences
 Sentence Imitation
 Design Reproduction