4. INDIVIDUAL AND GROUP TEST
• INDIVIDUAL TESTS SHED LIGHT ON POTENTIAL
FACTORS THAT MAY CONTRIBUTE TO LEARNING AND
BEHAVIOURAL PROBLEMS.
• GROUP TESTS FASTENS THE OBSERVATION OF THE
BEHAVIOUR OF THE GROUP.
6. Individual Test
This Published by Houghton Miffin. The Fourth addition is appeared in
1985.
This test has 15 subset divided into 4 areas
1-Verbal reasoning ,
2-Quantitative reasoning,
3- Abstract/verbal reasoning,
4-Short term memory.
Stanford-Binet Intelligence Test
14. Group Test
• Group Administrate Academic Aptitude Tests are
divided into 3 types.
Cognitive
Ability
Test
Otis
Lennon
School
Ability test
Test of
cognitive
skills
15. • Cognitive Ability Test
• This test include non-reading test and multilevel test that provide verbal
quantitative and non verbal score
• This test normed with Test of Basic test skill & Test of Achievement Proficiency.
• Non-reading Test have 4 subset i-e Oral vocabulary ,Relational concept,
Quantitative, Multimental
• The verbal test include Vocabulary , sentence completion, verbal classification and
verbal analogies.
• The Quantitative test measure Quantitative comparison, Number series & equation
Building.
• The Non-verbal include Figure Analogies, Figure classification & Figure synthesis.
20. Group Test-Otis-Lennon School Ability Test
• Otis-Lennon School Ability Test
• This test based on Levels of material available.This test is also
called Otis Quick scoring Mental Ability Test or Otis-Lennon
Mental Ability Test. This test require 60 to 70 minutes to administer.
• This test measure comprehension verbal reasoning, pictorial
reasoning, Figure reasoning, Quantitative reasoning & yield score
for verbal ,non-verbal & total performance.
• This test normed with Metro-Politan Achievement Test and Stanford
Achievement Test to enhance identification of aptitude achievement.
23. Group Test- Test Of Cognitive Skills
• Test Of Cognitive Skills Second Edition:
• This test is appropriate for grades 2-12
• Six level of this test covered the grade range.
• This test has four subset at each level Sequences, Analogies,
Memory and Verbal Reasoning
25. Difference between Individual & Group
test
A individual test can be administered to
only one person at a time.
The individual test mainly done to
observe characteristic to of individual.
Expensive to administrate .
These test involves one to one
consultation with individual and verbal and
non verbal subsets.
Example: intelligence test by school
psychologist
Group test can be administered to a
group of persons at a time.
Group test mainly done to meet the
practical needs.
Cheaper to administrate.
These tests include multiple choice
items.
Example: traditional college exams
Individual test Group test
26. What is Measured in Group & Individual test?
Your ability to influence others.
Your level of involvement in performing a group task.
Your communication style - are you kind, aggressive,
dominant, controlling, accommodating, listening when
interacting with others?
The quality of your contribution to the team.
27. Advantages & Disadvantages of Individual test
Advantages:
•Examiner can pay more attention to the examinee.
•Examiner can easily encourage the examinee and observe his behavior during the
test more closely.
•Scores on individual tests are not as dependent on reading ability as scores in
group tests.
Disadvantages:
•It is very time consuming
•This type of tests requires a highly-trained examiner.
•It costs more than the group test.
28. Advantages and disadvantages of Group test
Advantages:
• can be administered to very large numbers simultaneously
• simplified examiner role
• scoring typically more objective
• large, representative samples often used leading to better established norms
Disadvantages:
• Scores on the group test are generally dependent on the reading ability.
• Information obtained by the group test generally less accurate than the individual tests
• examiner has less opportunity to obtain cooperation, and maintain interest
• examinee’s responses more restricted
52. • ACHIEVEMENT
TEST
• APTITUDE TEST
• INTELLIGENCE TEST
• INTEREST TEST
• NEUROPSYCHOLOG
ICAL TEST
• PERSONALITY TEST
• ATTITUDE TEST
BASED ON
KNOWLEDGE,
SKILLS AND
ABILITIES.
60. Achievement Tests Examples
• Diagnostic Tests: This may occur when a high school math teacher
administers a comprehensive exam to his students at the beginning
of the semester to determine if students are ready to take the next
step (see also: formative assessment).
• Placement Tests: For example, the Spanish Department assesses
the language skills of every incoming student and then uses their
scores to decide if they should take a beginner, intermediate, or
advanced course.
• Language Proficiency Tests: This may occur when a U. S. university
asks all foreign students to report their TOEFL scores to determine if
their English language skills are sufficient.
61. • Norm-Referenced Tests: The Admissions Office of a graduate school may
require all applicants to take and report their scores on the GRE (Graduate
Record Exam).
• Criterion-Referenced Tests: Nursing school students must obtain a
minimum score on the NCLEX-RN (National Council Licensing Exam for
Registered Nurses) in order to work as a nurse in the U. S. or Canada.
• Subject Achievement Tests: For example, at the end of every chapter in
Mr. Jones’ history course, students must take a 100-item multiple choice
exam that will be part of their final grade.
• Performance-Based Criterion-Referenced Test: Students in the trade
school for motorcycle repair may have to be able to make 8 out of 10
repairs on an engine in less than 2 hours in order to receive their diploma.
62. • Spelling Achievement Tests: At the end of every week,
students in classes at schools around the world have to
take a spelling test on the words they learned that week.
• Summative Tests: At the end of every academic year,
students in grades 4-12 in California must take the CAT
(California Achievement Test).
• Admissions Tests: For example, an international school
in Singapore might administer admissions tests they
spent years developing in-house to all applicants to
determine if they are prepared for the rigorous
curriculum.
71. APTITUDE TEST
• Aptitude tests assume that individuals have
inherent strengths and weaknesses and have a
natural inclination toward success or failure in
specific areas based on their innate
characteristics.
• Aptitude tests are generally used for job
placement, college program entry, and to help
people to get an idea of where their interests
and aptitudes can take them regarding careers.
72. Types of Aptitude Tests
Many types of aptitude tests are taken for educational or career
discovery and ability purposes. The most common aptitude tests are:
• Mechanical reasoning: These types test your knowledge of
physical concepts and are generally used to evaluate you for
technical positions.
• Situational judgment: These tests gauge your reactions to
situations and your decision-making.
• Diagrammatic/spatial reasoning: These tests see how well you
can reach a conclusion based on processes contained in diagrams.
• Abstract reasoning: These measure problem-solving abilities and
identify relationships between abstract arrays.
73. • Numerical reasoning: In these tests, your abilities with
numbers, math, and data are tested.
• Verbal reasoning: Your language, reading comprehension,
and vocabulary are tested in these types.
• Inductive reasoning: Under the pressure of time, these tests
see how well you analyze patterns and data.
• Logical reasoning: Logical reasoning tests measure how
well you recognize patterns and sequences and identify
relationships between objects.
• Clerical aptitude: Clerical tests measure how fast and
accurate you can be, seeing how well you can concentrate.
86. NEUROPSYCHOLOGICAL TESTS(AMMONS QUICK
TEST)
• Ammons Quick Test (QT) is an intelligence
test that was designed in 1962 by Robert B.
Ammons and his wife Carol H. Ammons. This
test has been used for many years to help
assess premorbid intelligence. It is a passive
response picture-vocabulary test.
87.
88. Beck Depression Inventory (BDI)
• The Beck Depression Inventory (BDI, BDI-II),
created by Dr. Aaron T. Beck, is a 21-question
multiple-choice self-report inventory, one of the most
widely used instruments for measuring the severity
of depression. Its development marked a shift
among health care professionals, who had until then
viewed depression from a psychodynamic
perspective, instead of it being rooted in the patient’s
own thoughts. We typically use the BDI-II.
89. • SCORING
• The original BDI, first published in 1961, consisted of twenty-one questions
about how the subject has been feeling in the last week. Each question has
a set of at least four possible answer choices, ranging in intensity. For
example:
(0) I do not feel sad. (1) I feel sad. (2) I am sad all the time and I can't snap
out of it. (3) I am so sad or unhappy that I can't stand it.
90.
91. Beck Hopelessness scale
The Beck Hopelessness Scale comes in the form of a twenty-item
questionnaire. The twenty items are:
• I look forward to the future with hope and enthusiasm
• I might as well give up because I can’t make things better for myself
• When things are going badly, I am helped by knowing they can’t stay that
way forever
• I can’t imagine what my life would be like in 10 years
• I have enough time to accomplish the things I most want to do
• In the future, I expect to succeed in what concerns me most
• My future seems dark to me
• I expect to get more good things in life than the average person
• I just don’t get the breaks, and there’s no reason to believe I will in the future
92. • My past experiences have prepared me well for the future
• All I can see ahead of me is unpleasantness rather than pleasantness
• I don’t expect to get what I really want
• When I look ahead to the future, I expect I will be happier than I am now
• Things just won’t work out the way I want them to
• I have great faith in the future
• I never get what I want so it’s foolish to want anything
• It is very unlikely that I will get any real satisfaction in the future
• The future seems vague and uncertain to me
• I can look forward to more good times than bad times
• There’s no use in really trying to get something I want because I probably won’t get it
• All they have to do is answer these with TRUE or FALSE, based on how they’ve felt the
week prior.
93. • Tally the score.
• Once the patient gives you a fully-accomplished Beck Hopelessness Scale questionnaire,
it’s time for you to tally the score.
• Each answer will either score a 0 or 1. Here are the things you need to take note of:
• For items 1, 3, 5, 6, 8, 10, 13, 15, and 19, FALSE is equal to 1 point, TRUE equals 0 points
• For items 2, 4, 7, 9, 11, 12, 14, 16, 17, 18, and 20, TRUE is equal to 1 point, FALSE equals
0 points
• Here are the score ranges and their designations:
• 0-3 = none or minimal
• 4-8 = mild
• 9-14 = moderate, which means they might not yet be in immediate danger, but they must
be checked on frequently
• 15-20 = severe, so they need support ASAP
94.
95. Projective test
Projective test consisting of a series of pictures in
which the examinee is requested to create a story
about the picture.
Method of revealing to the trained interpreter some of
the dominant drives, emotions, sentiments, complexes
and conflicts of personality.
96. Rorschach inkblot test
• In the Rorschach inkblot test, the
person is asked to describe what
they see in ambiguous inkblot
images. The therapist then
interprets the person's answers to
examine a persons personality
characteristics and emotional
functioning.
98. Thematic Apperception Test
• TAT means Thematic Apperception Test. The
TAT definition refers to a psychological
personality test that focuses on the
subconscious dynamics of a person's
personality. The TAT personality test is
characterized by a series of picture cards that a
subject must tell a story about.
100. DRAW –A – PERSON TEST
The Draw-a-Person test (DAP, DAP test,
or Goodenough–Harris Draw-a-Person test) is a
psychological projective personality or
cognitive test in which the test subject uses simple
art supplies to produce depictions of people. It is
used to evaluate children and adolescents for a
variety of purposes.
101.
102. TREE PERSON TEST
• This is a good activity to use as an ice breaker for the beginning of
the school year or as a warm up activity to stimulate interaction
between students and/or fellow teachers.
• Objective:
• • Students will demonstrate knowledge in reading and
comprehension.
• • Students will interpret the drawing of a fellow student based on
the guidelines provided in the handout.
• • Students will introduce fellow students to the class and will tell
some interesting information about each other based on their
drawing of a tree
103. • Procedure: • Tell the students you have only three words of instruction for
them. • Post the instructions on the board or screen. • The only
instructions are “DRAW A TREE.” Say no more. • Students are given 8-10
minutes to draw a tree on a blank sheet of paper. • At the end of the time
limit, take up all of the class drawings in random order. • Next, distribute
the tree drawings to the students making sure that no student receives
their own tree drawing. • Next, distribute the Tree Drawing Interpretation
handout to each. • Students are to interpret the drawing based on the
criteria presented on the handout. Place a check mark in all the categories
that apply to the drawing. • Follow the instructions that directs each
student to summarize their findings by writing a paragraph about that
person based on their tree drawing.
104. OBSERVATION (DIRECT TEST)
• Direct observation tests are a type of
psychological test that involves observing people
in a structured way, either in a laboratory or
natural setting, as they carry out various pre-
determined activities. These tests are used
mainly to study children's behavior, including
how they interact with other family members.
