This document provides information about intelligence tests. It defines intelligence and discusses key figures in the development of intelligence testing like Alfred Binet and Theodore Simon who created the first intelligence test. It describes different types of intelligence tests including individual verbal tests like the Stanford-Binet test, individual non-verbal tests involving tasks like block building, and group tests with verbal and non-verbal components. The document also discusses intelligence quotients (IQ) and classifications of IQ scores.

1. INTELLIGENCE TESTS
Presented by
Mrs. Arifa T N
First year M.Sc Nursing
MIMS CON

2. Introduction
• Intelligence is one of the most extensively used
and emotionally charged concepts of psychology.
• Psychologists make at the focal point of their
study.
• Intelligence provides the key to know how
individuals differ from one another and what
way they understand the world.

3. • The term “Intelligence” is the combination of
two Latin words ‘inter’ means between and
‘legre’ means to choose.
• So the term intelligence means ‘to choose
between’

4. Definition: Intelligence
• “Intelligence is the tendency to take and
maintain a definite direction ( goal directed
behavior) the capacity to make adaptations for
the purpose of attaining the desired goal; and
the power for auto (self criticism)
Alfred binet

5. It is the ability to think abstractly and to learn
readily from experience
Flynn 1987
Intelligence is the global capacity of the
individual to think rationally, to act purposefully
and to deal effectively with the environment
Wechsler’s

6. • Some psychologist have divided intelligence
into subcategories. For example
Howard Gardner
▫ Musical
▫ Bodily-kinesthetic
▫ Logical-mathematical
▫ Linguistic
▫ Spatial
▫ Interpersonal
▫ Intrapersonal

7. History of intelligence testing
• During 1990 s the French government asked
psychologist Alfred Binet to help decide which
students were mostly likely to experience
difficulty in schools.
• The government had passed laws requiring that
all French children attend school, so it was
important to find a way to identify children who
would need specialized assistance

9. • Binet and his colleague Theodore Simon began
developing a number of questions that focused
on things that had not been thought in school
such as attention, memory and problem solving
skills.
• Using these questions, Binet determined which
ones served as the best predictors of school
success

10. Theodore Simon

11. • He quickly realized that some children were able
to answer questions that were more advance
than older children were generally able to
answer questions that younger children could
typically answer.
• Based on this observation, Binet suggested the
concepts of a mental age or a measure of
intelligence based on the average abilities of
children of a certain group

12. • This first intelligence test, referred to today as
the ‘Binet Simon scale’, become the basis for the
intelligence tests still in use today.
• Binet stressed the limitations of test, suggesting
that intelligence is far too broad a concept to
quantify with a single number. Instead, he
insisted that intelligence is influenced by a
number of factors changes over time and can
only be compared among children with similar
backgrounds.

13. • In 1905, Alfred Binet and Theodore Simon a
system for testing intelligence with scoring
based on average mental levels of various age
groups.
• German psychologist L Wilhem Stern was the
first to coin term intelligence quotient (IQ) a
figure derived from the ratio of mental age to
chronological age.
• Although stern’s method for determining IQ is
no longer in common use.

14. L Wilhem Stern

15. • An average IQ score is considered to be 100,
with deviations based on this figure
• Alfred Binet is the father of intelligence test
construction movement

17. • We can observe the intelligence of an individual
only to the extent that is manifested by him in
one more intelligence tests.
• The term assessment is preferred because,
intelligence being only a concept or an
abstraction rather than a substance it cannot be
measured in physical units like a length of cloth
or temperature of the body.
• In this context, Griffiths (1993) observes the
standard of measurement is group performance.

18. Classification of intelligence test
• Based on number of individuals to be tested,
intelligence tests can be classified as
▫ Individual intelligence tests
▫ Group intelligence tests
• Based on the format, intelligence tests can be
classified as
▫ Verbal intelligence test
▫ Non verbal intelligence test

19. • Individual intelligence test
▫ In this, a single individual is tested at any single
point of time
• Group intelligence test
▫ A group of individual are tested at a single point of
time

20. Verbal or language test
• In there the subjects make use of language in
which the instructions are given in words,
written, oral or both.
• The individual being tested are required to use
language, verbal or written for their responses

21. • The test content is loaded with verbal material
which may include varieties of the items listed
below
▫ Vocabulary test
▫ Memory test
▫ Comprehension test
▫ Information test
▫ Reasoning test
▫ Association tests

22. • Vocabulary test
▫ Subjects is required to give the meaning of words
or phrases
▫ Eg: What is the meaning of word “eventually” ?
• Memory test
▫ These test is designed to test the subjects
immediate and long term memory and include
recall and recognition type of items
▫ Eg: Recalling teachers name, date of birth of
siblings

23. • Comprehension test
▫ the subject is tested for the ability to grasp,
understand and react to a given situation
▫ Eg : Why do big ships float in the sea while a small
needle would sink in it ?
• Information tests
▫ The subject is tested for knowledge about the
things around by means of these tests.
▫ Eg: where is the Tajmahal situated

24. • Reasoning tests
▫ Subjects is asked to provide answers which
demonstrate this ability to reason-logically
analytically, synthetically, inductively or deductively as
outlined below
▫ Eg: Complete the series 1,2,4,7,11,16,22,29,…?,..?
• Association tests
▫ Subjects is tested for his ability to point out the
similarities or dissimilarities between two or more
concepts or objects
▫ Eg: in what ways are animals and plants alike?
▫ Which of the items mentioned below is the odd one?

25. Non verbal and non language test
• Involves activities in which the use of language is
not necessary except for giving directions
• Performance tests are a typical example of such
tests main features:-
1. The contents of the tests are in the form of
material objects.
2. What is required for the subjects is conveyed by
the tester through oral instructions, or by
pantomimic & signs.

26. ▫ The subject’s responses are assessed in terms of
how he reacts or what he does rather than what he
says or writes.
▫ Generally there are individual tests. As pillai
(1972) observes: “these cannot be used as group
tests, chiefly because it is necessary to supervise
the individual testee at work and give him
necessary directions”

27. Individual tests
Verbal tests
Performance
tests
Group tests
Verbal tests
Non verbal
tests

28. Individual verbal tests
• Tests involving the use of language which are
administered to one individual at a time belong
to this category
▫ Eg: Standford binet scale
▫ The modern binet scale

29. Stanford Binet test
• It is the revised form of the Binet Simon test
• French psychologist Alfred Binet 1916 –father of the
intelligence test construction movement, along with
Theodore Simon in 1905. consisting 30 items
(arranged in order of increasing difficulty ) grade
for different levels.
• Later, American revision of this test was published
in 1931 by Terman at Stanford university.
• 1937, another revision was carried out with the help
of Maced A merril

30. • The 1960’s revision is known as the Stanford
Binet Scale and is widely used as an individual
intelligence test
• The tests in the scale are graded into age levels
extending from age 2 to 22 years. These tests
range from simple manipulation to abstract
reasoning
• The scale adopted in India in 1922 by CH Rice
and he published “Hindustani Binet
Performance Point Scale”

31. • Budhi Pariksha Anusilan : The State
Manovigyan Sha of UP has made the indian
version of the stanford binet test

32. • Binet defined intelligence as the capacity
To find and maintain a definite direction or
purpose
To make necessary adaptations, ie, strategy to
adjustment to achieve that purpose.
To engage in self criticism so that necessary
adjustment in strategy can be made

33. • Binet defined two principles of test construction
▫ Age differentiation : refer to the fact that with
increasing age children develop their abilities thus
older children have grater abilities than younger
ones
▫ General mental ability : spearman developed
his own theory of general mental ability based on
idea that a single general factor underlies all
intelligence

34. • Modern theories have taken this concept further in
gf-gc
• There are two type of intelligence
▫ Fluid >gf
▫ Crystallized >gc
• Mental age: this concept was introduced in 1908 in
the 2nd revision Binet scale
• It is a unit measurement for expressing result of
intelligence test
• A subject mental age is based on his performance
compared with the average performance of
individuals in a specific chronological age

35. • Eg: if a 6 year child can perform task that the
average age of 8 years can do, then the average
age of 6 year old. Child is said to have mental age
8
• Chronological age: is a measure of an
individual’s age based on the calendar date in
which he or she was born.

36. Intelligent quotient (IQ)
• IQ is a unit of measure of expressing the result of
intelligence test.
• Introduced in the Terman 1916 Stanford Binet
revision of Binet Scale
• IQ is the ratio of subjects mental age (as
determined by his or her performance on
intelligence test) and chronological age. This
ratios then multiplies by the 100 to eliminate
fractions

37. IQ = MA (mental age) x100
CA ( chronological age)
• Binet Stanford intelligence test is the revision of
Binet Simon test in 1986 modified by American
Psychologist Termon. It is one of the first
examples of an adaptive test.

38. The modern Binet Scale
• The 4th and 5th edition of the Stanford Binet test
scale continued of innovations and
incorporation of central psychometric and
theoretical concepts
• The modern 2003 fifth edition provide a more
standardized hierarchical model with 5 factors at
the top of the hierarchy is the general
intelligence each factors has equally weight
verbal and non verbal measures

39. • This test is administered to individuals and not
in group. It is a cognitive ability and intelligence
test that is used to diagnose developmental or
cognitive deficiencies in young children.
• There are 10 subsets included in this revision
including both verbal and non verbal domains
• The test measures five weighted factors and
consists of both verbal and non verbal aspects
subsets
• The five factors being tested are

40. General intelligence
Fluid reasoning Verbal
No verbal
Knowledge Verbal
No verbal
Qualitative reasoning Verbal
No verbal
Visual/spatial reasoning Verbal
No verbal
Working memory Verbal
No verbal

41. Administration of test
• Each of the five cognitive factors is measured by
a non verbal subset and a verbal subset
• For every verbal subsets that is used there is a
non verbal counter part across all factors
▫ Takes approximately 1 hr to administer
▫ Begins with the object ‘series/matrices’ subtest
used to assess non verbal fluid reasoning
▫ This subtest is also used as a ‘routing’ test. The
score on this test determines where the examiner
begins testing on the remaining non verbal
subtests.

42. ▫ Has 36 items, uses colored plastic shapes, toys,
blocks, then matrices
▫ Examiner begins at the ability level of the
examinee (usually the chronological age of the
person)
▫ Next subtest administered is the vocabulary
subtest used to assess verbal knowledge
▫ This subtest is used as a routine test for all of the
remaining verbal subtests
▫ Starts with an identification of facial feature, then
toys, then picture, then world definition

43. • Scoring
▫ Points are summed for each of subtests and
consorted to a ‘scaled score’
▫ Depending on age and ability, administration can
range from 15 minutes to an hour and fifteen
minutes this test include following subscales
▫ Verbal test
 Reporting digit , defining the word, answering
questions, stating similarity and differences and
naming object.

44. ▫ Performance test
 Drawing circle of spiral, building wooden box,
folding paper in certain way and pictures. This test is
known as intelligence test IQ
• Based on IQ test we can divide or interpret as
follows

47. Measure IQ range Category
145-160 Very gifted or highly advanced
130-144 Gifted or very advanced
120-129 Superior
110-119 High average
90-109 Average
80-89 Low average
70-79 Borderline impaired or delayed
55-69 Mildly impaired or delayed
40-49 Moderately impaired or delayed

48. • Nearly 95%belongs to low IQ and only 5%
belongs to high
• Current usage
▫ Very useful in assessing intellectual capabilities of
people ranging from young children all the way to
adults
▫ Used for clinical and neuropsychological
assessment
▫ Used for educational placement
▫ Used for carrier assessment
▫ Used in research on aptitude

49. • Criticism of Stanford Binet IQ test
▫ It does not measure adaptive decision–making
skills
▫ Certain rational thinking skills which are part of
day-to-day life and not taught in educational
institute are not assessed
▫ It ignores a large part of cognitive functioning
which is the basis of rational thought and action
▫ The non cognitive domains like motivation,
empathy etc are not assessed

50. ▫ Cannot compare people of different age categories,
since each category gets a different sets of tests
▫ Very young children tend to do very poorly or the
test due to the fact that they are lacking in
concentration needed to finish the set.

51. Individual non verbal test
• Individual performance test
▫ In these tests the contents and responses are in
the form of performance and language is not used
and include items which require responses in
terms of motor activities

52. • Generally the activities used to tests are the
following types
• Block building or cube construction
• To fit blocks in holes
• Tracing a maze
• Picture arrangement or picture completion

53. • A group of performance tests organized into a
scale or battery is used in performance to just
one or two tests in order to obtain a
comprehensive idea of a person’s mental ability
• Some of the better known scales are
▫ The Pinter Patternson Scale
▫ The Arthur Point scale
▫ Alexander’s battery of performance tests

54. The Pinter Patternson Scale
• A popular scale in USA, designed in 1917 for deaf
and linguistically backward children.
• Comprehensive scale which includes 15 subtests
viz. mace and focal picture board, Seguin form
board the five figure board, the two figure board,
the carsuit board, the triangle test, the diagonal
test, the healy form board, puzzle test mankin
test, the feature profile test, the adaptation
board and the cube test etc.

55. • The performance on this scale is timed and
marks are given performance. These are added
up and are compared with the established norms
given in the manual to interpret the subjects
general intelligence

56. Arthurs’s point scale
• Developed by Grace Arthur by adopting a point
scale than the median mental age for the method
of scoring
• Its new version includes The Knox Cubes, The
Seguin Form Board, Two Form Figure Board,
Mankin Test, Feature Profile, Mace and Foal
Picture Board, Healy Picture Completion and
Koh’s Block Design Test

57. Alexander’s battery of performance
tests
Alexander
performance
test
The Passalong test
Koh’s block design
The cube construction
test
Bhatia’s battery of
performance test

58. The Passalong test
• Consist of small blue and red cubes placed in
differing numbers in small shallow wooden trays
and the position of these cubes is to be reversed
by moving them about but without lifting them
from trays.
• There are 9 such patterns printed on cards and
the subjects is required to manipulate the cubes
within the space of the wooden tray without
lifting them so that their position is reversed

59. • Ie, if originally placed on one side indicating
blue color, they have to be shifted to the opposite
side indicated by red color. Individual
perfomance is evaluated in terms of success in
the task and the time taken

60. Koh’s block design
• Test at present consist of 17 graded patterns
which are pointed on cards and colored cubes
matching the color of pattern. The cubes are
colored half blue and half yellow, red or white.
The subjects is required to manipulate the cubes
to match the patterns one by one with a time
limit to earn the maximum marks or deduction
in case the time limit is exceeded

61. The cube construction test
• The cube construction test consist of 26 cubes ,
some colored on three sides, some on two, some
on one and only one on one. With the help of
these cubes, the subject is required to assemble a
square block consisting of nine cubes so that
three sides are colored and the top is colorless
• Similarly there is another square block of nine
cubes in which all the sides are colored but the
top and the bottom faces have to be colorless

62. • The subject has to use this judgment to place the
cubes in the right positions to arrange them in
square blocks as quickly as possible and points
are scored in terms of time taken.

63. Bhatia’s battery of performance test
• CM Bhatia works in this regard to develop tests I
India. Bhatia’s battery of performance tests
developed by him contains Koh’s Block Design
Test, Alexanders Passalong Test, Pattern
Drawing test, Picture Construction Test and an
Immediate Memory Test for digits with an
alternative form for the use of illiterate subjects

64. Wechsler Bellevue intelligence scale
• This test as developed by American psychologist
Wechsler called Wechler intelligence test
• The Wechsler Adult Intelligence scale ( WAIS)
▫ Is a test designed to measure intelligence in
adults and older adolescents.
▫ The (WAIS-I) was published in february 1955 by
David Wechsler, as a revision of the Wechsler-
Bellevue Intelligence scale, that has been released
in 1939
▫ It is currently in its 4th edition (WAIS-IV) in 2008

65. Intelligence definition by Wechsler
The global capacity of a person to act
purposefully, to think rationally and to deal
effectively with his environment.

66. Test details
• The current version of the test has 10 subsets. In
this version verbal/performance subscales from
previous version are removed. These are
replaced by index scores.
• There are four index scores representing major
components of intelligence
▫ Verbal comprehension index (VCI)
▫ Perceptual reasoning index (PRI)
▫ Working memory index (WMI)
▫ Processing speed index (PSI)

67. Verbal comprehension index (VCI)
• Similarities
▫ This assesses abstract verbal reasoning
• Vocabulary
▫ This assesses the degree to which one has learned,
been able to comprehend and verbally express
vocabulary
• Information
▫ This assesses the degree of general information
acquired from culture
• Comprehension
▫ This assesses the ability to deal with abstract social
conventions, rules and expressions

68. Perceptual reasoning index (PRI)
• Block designs
▫ It assesses spatial perception visual abstract
processing a problem-solving ability of the individual.
• Matrix reasoning
▫ It assesses non verbal abstract problem solving,
inductive reasoning as well as spatial reasoning
• Visual puzzles
▫ It assesses spatial reasoning like picture completion
test for ability to quickly perceive visual details and
figure weights for generative and analogical reasoning

69. Working memory index (WMI)
• Digit span
▫ Assesses attention, concentration and mental
contest
• Arithmetic
▫ Assesses concentrations while manipulating
mental mathematical problems
• Letter-number sequencing
▫ Attention, concentration, mental control

70. Processing speed index (PSI)
• Symbol search
▫ assesses visual perception/ analysis and scanning
speed
• Coding
▫ Assess visual motor coordination, motor and
mental speed as well as visual working memory
• Cancellation
▫ It assesses visual perceptual speed

71. • Two broad scores are also generated, which can
be used to summarize general intellectual
abilities
▫ Full scale IQ: based on the total combined
performance of VCI,PRI,WMI and PSI.
▫ General ability index (GAI): based only on the 6
subsets that the VCI and PRI comprise

72. • The WAIS-IV measure is appropriate for use
with individuals aged 16-90 years.
• For individuals under 16 years, the Wechsler
intelligence scale for children (WISC, 6-16 years)
and the Wechsler preschool and primary scale of
intelligence (WPPI-21/2- 7 years, 3 months) are
used.

73. • A short, four-subtest version of the WAIS-III
battery has been released, allowing clinicians to
form a validated estimate of verbal performance
and full scale IQ is a shorter amount of time.
• The Wechsler abbreviated scale of intelligence
(WASI) uses vocabulary, similarities, block
design and matrix reasoning subtests similar to
those of the WAIS to provide an estimate of full
scale IQ in approximately 30 minutes

74. Full scale IQ
Verbal IQ
Verbal comprehension
Vocabulary
Similarities
Comprehension
Information
Working memory
Arithmetic
Digit span
Letter number
Sequencing
Performance IQ
Perceptual organization
Picture completion
Block design
Matrix reasoning
Processing speed
Digital symbol coding
Symbol search

75. • Advantages
▫ It uses point scale concept instead of age scale, credit/
points are assigned to each item
▫ Analysis is made of an individuals ability in a variety of
content areas (as opposed to use general score)
▫ It includes non verbal performance scale
▫ This test is available in all languages
▫ It can be easily applied for all the age groups
▫ It can be administer in short form
▫ Possibility of directly comparing an individuals verbal
and non verbal intelligence
▫ Utilized I population with psychiatric illness or brain
injury
▫ Specific subtest provides information about specific
cognitive function
▫ Useful in special abilities and disabilities

76. The group verbal intelligence tests
• The tests which necessitate the use of language
and use applied to a group of individuals at a
time come under this category. Some of the
earlier tests belonging to this category are
▫ Arma alpha test (developed during world war I)
▫ Army general classification test (developed in
world war II)
• Several group verbal tests are in these days;
some of the popular Indian tests of this nature
are,

77. 1. C.I.E verbal group test of intelligence (Hindi)
constructed by Professor Uday Shankar
2. The group test of general mental ability
(Samuhik Manasik Yogyatha Parikasha)
constructed by S. Jalote (Hindi)
3. Group test of intelligence, prepared by Bureau
of psychology, Allahabad (Hindi)
4. Drayag mental group intelligence test
(Samuhik Budhi Pariksha, Hindi). This test has
published by mansayan, Delhi.

78. 5. General mental abilities test, prepared by P.S
Hundal of Panjab University (Panjabi)
6. Group verbal intelligence test prepared by
P.Gopala Pillai of keral university (malayalam)
7. Samuhik budhi pariksha (Hindi), prepared by
P L Shrimali, Vidhya Bhavan G.S Teachers
College Udaipur.
8. Samuhik budhi ki jaanch (Hindi) prepared by
S.M Mohsin, Educational and Vocational
Guidance Bureau, Bihar, Patna.

79. Group non-verbal intelligence
• These tests do not necessitate the use of
language and are applicable to a group of
individuals at a time.
▫ The difference between performance tests (used
for an individual) and non verbal tests (used for a
group) is one of the degree as far as their non
verbal nature is concerned.
▫ The individual performance tests require the
manipulates by the subjects, of concrete objects or
materials, supplied in the test.

80. ▫ The responses are purely motor in character and
seldom require the use of paper and pencil by the
tester (except in a case like maze test etc), where
as the test material in non verbal tests, used for
group testing, is provided in booklets and
requires the use of a pencil by testee.
▫ The test materials does not contain words or
numerical figure, it contains pictures, diagrams
and geometrical figures etc printed in a booklet.

81. ▫ The test materials does not contain words or
numerical figures it contains pictures, diagrams and
geometrical figures etc printed in a booklet
▫ The subject is required to fill in some empty spaces, to
draw some simple figures, to point out similarities and
dissimilarities, etc.
▫ The subjects uses paper and pencil he does not need
to know words or numerical figures.
▫ What the subject is required to do is explained clearly
by examiner usually through demonstrations so as to
make the least possible use of language.

82. • Eg:
▫ Army beta test
▫ Chicago non verbal test
▫ Raven’s progressive matrices test

83. Ravens Progressive Matrix
• Developed by John C Raven a British psychologist in
1936
• It is a non verbal group test typically used in
educational settings
• In each tests, the subject is asked to identify the
missing element that complete a pattern. It based on
ability to identify spatial relationship with object
• Used to 5 years to elderly age group.
• Comprised of 60 multiple choice questions, listed in
order of difficulty

84. • This format aids in measuring the test takes
reasoning ability or, ( meaning –making)
components of spearman’s of, which is often
referred to as general intelligence.
• In each test items, the subject is asked to identify
the nursing element that completes a pattern.
Many patterns are presented in the form of a 4x4
x3x3 or 2x2 matrix, giving the test its name.

85. • The matrices are available in there different
forms for the participants of different ability

86. Standard progressive matrices
▫ Original 1st form of the matrices, published in
1938
▫ The booklet comprises five sets (A to E) of 12
items. Each (Eg A1 to A12) with items within a set
becoming increasingly difficult, requiring ever
greater cognitive capacity to encode and analyze
information. All items are presented in black ink
on a white background

87. Colored progressive matrices
▫ Designed for children aged 5 through 11 years of age,
the elderly, and mentally and physically impaired
individuals
▫ This test contains set A and B from the standard
matrices, with a further set of 12 items inserted
between the two, set Ab
▫ Most items are presented on a colored background to
make the test visually stimulating for participants .
▫ However the last few items in set B are presented as
black on white, in this way, if a subject exceeds the
testers expectations, transition to sets C, D and E of
the standard matrices is eased

88. Advanced progressive matrices
▫ The advanced form of the matrices contains 48
items, presented as one set of 12 (Set I) and
another 36 (Set II).
▫ Items are again presented in black ink on a white
background and become increasingly difficult as
progress is made through each set.
▫ These items are appropriate for adults and
adolescents of above average intelligence.

89. ▫ Advantages
 It can be administrate many people at time
 It can be given to people with multiple handicaps

90. C.I.E non verbal group test of
intelligence
Originally designed by J.W. Jenkins , this test is
printed by CIE for adaptation in Hindi Medium
schools . The test contains items such as the one
illustrated here
• An item from CIE Non-Verbal group test of
Intelligence

91. Vineland social maturity scale
• Is a non projective personality measure designed
to help in assessment of social competence.
• Developed by American Psychologist Edgar
Arnold Doll
• It naturally assesses one’s maturity status in a
particular situation
• This tests differs from other tests because it is
not directly assessing the object but through the
caregiver like parents, neighbors, nurse etc.

92. • The score is recorded is the form of SA (social age)
or SQ (social quotient)
• This test consist of right subscales measuring
▫ Communication skills
▫ General self help ability
▫ Locomotion skills
▫ Occupation skills
▫ self direction
▫ Self- help eating
▫ Self help dressing
▫ socialization skills

93. • The test is administered during an interview
with a parent or other person familiarize with
the person being assessed
• Uses
▫ To assess the individual social behaviour skills and
relationships
▫ To assess the social maturity behaviour
▫ It is applicable in medical field

94. Uses, misuses and abuses of
intelligence tests
• Values of intelligence testing
▫ Use in selection
 Admission to special education programme or
course
 Offer scholarships
 Assigning specific responsibilities
 Selection for trainers for vocational program or job

95. ▫ Use in classification
 Helps in classifying individuals according to their mental
makeup
▫ Use in the assessment of promotion
 Promotion of students to the next higher grades of classes
 Used in deciding the promotion of people in their chosen
profession and social careers
▫ Uses in permission of guidance
 Results are used in providing educational, vocational and
personal guidance to students by teachers and guidance
personnel

96. ▫ Uses for improving the learning process
 Help to plan the teaching learning activities
▫ Use in setting proper level of aspiration
 To set one’s level of aspiration neither too high nor
too low
 Proper assessment to establish a level of aspiration
that is realistic in terms of intellectual potential.
▫ Use for diagnosis
 It have capacity to diagnose, distinguish and
disseminate the differences in the mental
functioning of individuals

97. ▫ Use in research work
 The results of intelligence tests can be used in
carrying out research in the field of education,
psychology and sociolgy

98. Misuse and abuse of intelligence
testing
• Ill effects on students
▫ Disappointment
▫ Inferiority
• Mis-utilization of high IQ by gifted students
• Misuse by teachers and parents
▫ Discouraging students
▫ Generate excessive confidence
▫ The gifted may be neglected
• Misuse by society
▫ Segregation, casteism, racial discrimination etc .

99. Drawbacks of intelligence test
• No intelligence test by itself or combination with
others can ever measure the true pychopotential
or mental functioning of an individual. At the
most they can assess the IQ rather than the real
cognitive ability of an individual
• It is very difficult to find equal volume of IQ with
the help of different IQ tests. It is quiet
surprising and rather confusing when a child
scores very high on one test and very low on
another

100. • No intelligence tests, including the most refined
performance tests can be claimed as culture free or
culture fair tests. More over, these are not
completely free of practice and coaching effects
• Intelligence tests are of fifth help in determining a
child’s over all potentially because they do not go
beyond the subjects cognitive abilities
• No conclusions can be drawn from there about one’s
aspiration, motives, aptitudes, attitudes, interests,
likes and dislikes and personal choices etc.

101. • Physical condition such as mental and physical
fatigue and ailments seem to interfere with
performance test anxiety is another factor.
Emotional and psychological factors may also
present obstacles.

102. Bibliography
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STUDENTS,1STE ED;THIRUVANANTHAPURAM ; MANNAS
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EDUCATION;1ST ED;NEWDELHI;EMMESS;MEDICAL
PUBLISHERS;2015
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EDUCATION;1ST ED;JAYPEE;2017
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