The Otis Self-Administering Tests of Mental Ability were designed to efficiently measure students' general mental abilities through a group-administered, multiple-choice format. The results could help teachers group students homogenously and tailor class goals. The tests demonstrated reliability through parallel forms and validity through correlations with educational outcomes. However, many subjects were unable to complete the tests within the suggested time limits, and items were not always arranged properly in order of difficulty.
MMPI is a personality inventory used in the assessment of personality. It is also used as a psychometric test as well as a diagnostic tool by clinical psychologists and counselors. Developed by Hathway & McKinley in the year 1943. It is the second most widely used personality inventory.
MMPI is a personality inventory used in the assessment of personality. It is also used as a psychometric test as well as a diagnostic tool by clinical psychologists and counselors. Developed by Hathway & McKinley in the year 1943. It is the second most widely used personality inventory.
Raven’s Progressive Matrices are a group or individually administered tests that non-verbally assesses intelligence in children and adults through abstract reasoning.
California Psychological Inventory by Harrison Gough (1957/1987)
Includes:
*Development
*Uses
*Administration and Scoring
*Interpretation
*Evaluation
*Scales
(Note: contents of each slides were kept brief.)
Intelligence test used in the forensic psychology.
There are different tests are used to measure the intelligence or IQ of a person. Such as,
Ravens Progressive Matrices
Bhatia Battery of Intelligence
Culture Fair test
Wechsler scale
Alexander Pass a long test
etc.
Stanford-Binet Intelligence Scale is an individually administered test that examines the cognitive ability of children and adults falling the age-range of 2 to 85+ years. It examines children with intellectual and developmental deficiencies as well as intellectually gifted individuals. This test originated from The Binet-Simon Scale (1905) and had undergone five major revisions. This presentation gives an overview of all five of them with most emphasis on the fifth edition by Roid (2003).
American psychologist Henry Murray developed a theory of personality that was organized in terms of motives, and needs. Murray described a need as a potentiality or readiness to respond in a certain way under certain given circumstances.
Theories of personality based upon needs and motives suggest that our personalities are a reflection of behaviors controlled by needs.
Raven’s Progressive Matrices are a group or individually administered tests that non-verbally assesses intelligence in children and adults through abstract reasoning.
California Psychological Inventory by Harrison Gough (1957/1987)
Includes:
*Development
*Uses
*Administration and Scoring
*Interpretation
*Evaluation
*Scales
(Note: contents of each slides were kept brief.)
Intelligence test used in the forensic psychology.
There are different tests are used to measure the intelligence or IQ of a person. Such as,
Ravens Progressive Matrices
Bhatia Battery of Intelligence
Culture Fair test
Wechsler scale
Alexander Pass a long test
etc.
Stanford-Binet Intelligence Scale is an individually administered test that examines the cognitive ability of children and adults falling the age-range of 2 to 85+ years. It examines children with intellectual and developmental deficiencies as well as intellectually gifted individuals. This test originated from The Binet-Simon Scale (1905) and had undergone five major revisions. This presentation gives an overview of all five of them with most emphasis on the fifth edition by Roid (2003).
American psychologist Henry Murray developed a theory of personality that was organized in terms of motives, and needs. Murray described a need as a potentiality or readiness to respond in a certain way under certain given circumstances.
Theories of personality based upon needs and motives suggest that our personalities are a reflection of behaviors controlled by needs.
Standardization of tests is a very critical & time-consuming task. It can be done for Ph.D.-level research. The complete procedure of standardization is described in the given presentation.
Assessment and evaluation- A new perspective
Unit 2- Tests and its Application
Syllabus of Unit 2
Testing- Concept and Nature
Developing and Administering Teacher Developed Tests
Characteristics of a good Test
Standardization of Test
Types of Tests- Psychological Test, Reference Test, Diagnostic Tests
2.2.1. Introduction-
Teachers construct various tools for the assessment of various traits of their students.
The most commonly used tools constructed by a teacher are the achievement tests. The achievement tests are constructed as per the requirement of a particular class and subject area they teach.
Besides achievement tests, for the assessment of the traits, a teacher observes his students in a classroom, playground and during other co-curricular activities in the school. The social and emotional behavior is also observed by the teacher. All these traits are assessed. For this purpose too, tools like rating scales are constructed.
Evaluation Tools used by the teacher may both be standardized and non-standardised.
A standardized tool is one which got systematically developed norms for a population. It is one in which the procedure, apparatus and scoring have been fixed so that precisely the same test can be given at different time and place as long as it pertains to a similar type of population. The standardized tools are used in order to:
Compare achievements of different skills in different areas
Make comparison between different classes and schools They have norms for the particular population. They are norm referenced.
On the other hand, teachers make tests as per the requirements of a particular class and the subject area they teach. Hence, they are purposive and criterion referenced. They want:
to assess how well students have mastered a unit of instruction;
to determine the extent to which objectives have been achieved;
to determine the basis for assigning course marks and find out how effective their teaching has been.
So our syllabus here revolves around the Tests.
2.2.2- Developing and Administering Teacher Developed Tests-
2.2.3-CHARACTERISTICS OF GOOD MEASURING INSTRUMENT -
1. VALIDITY-
Any measuring instruments must fulfill certain conditions. This is true in all spheres, including educational evaluation.
Test validity refers to the degree to which a test accurately measures what it claims to measure. It is a critical concept in the field of psychometrics and is essential for ensuring that a test is meaningful and useful for its intended purpose. It is the test is meant to examine the understanding of scientific concept; it should do only that and should not be attended for other abilities such as his style of presentation, sentence patterns or grammatical construction. Validity is specific rather than general criterion of a good test. Validity is a matter of degree. It may be high, moderate or low.
There are several types of validity, each addressing different aspects of the testing process:
1. Face-validity, 2.Content
Welcome to the Program Your Destiny course. In this course, we will be learning the technology of personal transformation, neuroassociative conditioning (NAC) as pioneered by Tony Robbins. NAC is used to deprogram negative neuroassociations that are causing approach avoidance and instead reprogram yourself with positive neuroassociations that lead to being approach automatic. In doing so, you change your destiny, moving towards unlocking the hypersocial self within, the true self free from fear and operating from a place of personal power and love.
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In addition to their physical benefits, reborn dolls can also offer emotional support. For many people, having something to care for and nurture can bring a sense of purpose and fulfillment. Reborn dolls can also serve as a reminder of happy memories or loved ones who have passed away.
2. Otis self administer mental ability test
• The Otis Self Administering Tests of Mental Ability were designed to
measure students' general school ability. The results of this
assessment could have been used to divide students in work groups
more effectively, create class structure, and create or modify class
goals. These applications speak to the influence of the "multiple-
track" plan popular at the time.
3. Title
Otis Self-Administering Tests of Mental Ability
Creator Otis, Arthur S.
Date 1922
Date Notes 1922, 1928, 1950, 1956
Content
Manual of directions and key, test booklets, interpretation charts, class record, IQ sc
ales, handwritten note on scoring formula, percentile graph
Publisher
World Book Company; Harcourt, Brace & World, Inc.
Edition
Revised; Intermediate (For Grades 4-
9) and Higher (For High Schools and Colleges) Examinations
Forms Forms A, B and D, C
Type paper and pencil test
Subject Achievement
4. History
• Otis (28 July 1886 – 1 January 1964) is best known for the
multiple choice intelligence tests he developed for the U.S.
Army. As a doctoral student under Lewis Terman in 1917 he
developed the group-administered tests titled the Army
Alpha (for literates) and the Army Beta (for illiterates)..
5. • Otis developed it to improve cost and time efficiency as
compared to one developed by Alfred Binet (1857–1911), which
was individually administered. Given in multiple-choice format
and administered in groups, 1.7 million World War I recruits took
the Army Alpha test.
6. • These examination are modeled after a group of test of mental ability
designed by the AUTHOR in January 1918, for use in a large
commercial establishment in Connecticut.
• In that test the principal of self-administration was embodied,
involving the single list of questions, the provision for answers in
single columns.
7. Test introduction
• It consisted of 75 items including ones measuring mathematic ability,
language competency, vocabulary, and basic science skills. The scales
came in two forms: The intermediate examination (grades 4-9) and
the higher examination (grades 7 - 12).
Parallel forms reliability was determined by comparing form A and
form B in the higher examination (grades 7 to 12) to one another,
yielding a score of .921. The Intermediate forms A and B (grades 4 to
9) were also compared, producing a score of .948.
Validity was determined by comparing scores on the test with
educational scholarships received by the students, yielding a score of
.55 for 11th grade, and .57 for 12th grade.
9. Special features
• 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.
• Examinee give answer without any interruption.
• Then examiner distribute the blanks and give the signal to begin.
• And he may leave the class for this reason the tests have been called
“self-administering” test.
10. • Simplified scoring
• Placing the number of the answer in single column at the edge of each
page. This made easier the scoring of whole examination.
• 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
11. • Ease of figuring IQ
• A chart is provided by which checked the examinee IQ directly from
the score and age by locating the two point intersection.
• No arithmetical calculation of reference to tables is necessary.
• Interpretation chart
• A chart is provided which the scores of a class or school may be
plotted and the pupils divided into fast moving ,regular, and slow
moving groups merely drawing lines by lines on the chart.
• This charts is not used for score interpretation but to find distinct aid
and convenience.
12. Who, may administer the test
• Any teacher after a little preparation can satisfactorily administer
either the intermediate or higher examination.
• The teacher should not say any thing that is not prescribed, except to
make clear the meaning of what is on the first page of the
examination blank.
13. Direction for Administring
1. Who may Administring Examination:
Any teacher after a little prepration can satisfactorily administer either the
intermediate or higher Examination. Any teacher who is interested in mental
ability testing should welcome the opportunity to experience the taking of an
examination. Those administring examination should realize that it is very
important that condition be uniform through-out the school and must be same
in the school being tested.
14. • For this reason everything which need to be said in administring the
test , teacher should give instructions verbatim, reading if neceassary.
The teacher should say nothing that is not prescribed, exept to make
clear the meaning of what is on the first page of examination blank.
15. 2. When to Given Examination:
The best time to give an examination is probably at the opening of
school in the morning, although the time of the day does not have
serious effect on the scores.
16. Direction for Administring:
To administer either the intermediate or the higher examination begin by
adressing the students as follows:
We are going to give you this morning or afternoon some new and interesting
test. We will now pass the test paper and as soon as you receive the paper you
mat begin to read the first page and do as it directs . Time limits is 20 to 30
minutes. Then say ‘’turn the page and begin’’ and note the exact time.
17. Directions 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.
18. If a paper found in which examinee does not place the number in
parantheses 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.
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.
19. 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.
20. 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 exeeds 75 percent of individual of his
own age in score he is said to have percentile rank of 75.
21. I.Q:
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.
22. • 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.
23. Interpretation of Results
Mental ability and Brightness:
There are two aspects of mental quality of an individual which must not
be confused.
A. One is mental ability which refer to innate mental quality which
increases with age.
B. Other is brightness refers to that constant quality which determines
the rate of growth of mental ability of an indiviual and the degree of
mental ability which he eventually reach.
24. • Mental ability is measure by individual’s score in the test. A measure
of his brightness is obtained by comparing his score with that of others
of his own age.
25. Application of Results
The chief administrative purposes for what mental ability test are given are:
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.
26. Psychometric Properties of Test
Reliability:
By reliability it is meant the degree to which the scores of test are consistent in measuring .
Reliability is determined by means of correlation between different forms of the same test.
The coefficient of correlation were found between form A and B of both examination.
Higher examination, grade 7-12 Form A r = .921
Intermediate examination grade4-9 Form A r = .94
27. Validity:
There is no direct method of course to finding true validity of test. The
method of standardizaton is perhaps the best assurance to the validity of
test. The coefficient of correlation between the higher and the
intermediate examination averging about 100 cases each group covering
grade 7 to 9 was .842.
Grade 11, number of cases 240 r = .55
28. Drawbacks of Otis Self Administrating
Test
• 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. When only
20 min. are allowed, this figure is reduced to 10%.
• 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.