Introduction to Psychometric Testing

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PSYCHOMETRIC
TESTING
AN INTRODUCTION

LEARNING OBJECTIVES
„ Introduction to psychological testing
„ Defining psychological tests
„ Purpose of psychological tests
„ Properties of psychological tests
„ Precautions while using psychological tests
„ Ethical issues in psychometric testing

„Psychometry is the scientific study of psychological
measurement.
„Construction of psychological tests as well as
guidelines setting down the standards for
psychological tests

„“Psychological test can be defined as the devices
and techniques for the quantitative assessment of
psychological attitudes of an individual”
- Anstey (1966)
„“A psychological test is essentially an objective and
standardized measure of a sample of behaviour.”
– Anastasi,A. & Urbina, S. (1997)
DEFINITIONS

„“A psychological test or educational test is a set of
items designed to measure characteristics of
human beings that pertain to behaviour”
– Kaplan & Saccuzzo (2001)
„“A test refers to a standardized procedure for
sampling behaviour and describing it with
categories of scores”.
– Gregory, R. J. (2004)

„ To measure differences between the reactions of the same
individual under different circumstances as well as difference
between the reactions of different individuals under same
circumstances.
„ Psychological tests are currently employed in the solution
of a wide range of practical problems.
„ Psychological tests provide standardized tests/tools for
investigating problems
PURPOSE OF PSYCHOLOGICAL TESTS

Clinical Purposes –
Identifying symptoms,
emotional disorders and
personality problems.
Psychological Constructs &
Abilities - intelligence,
cognitive ability, memory,
aptitude and achievement
Personality - diagnosing
psychopathology, screening
job candidates, determine
personality strengths and
weaknesses.
Selection, recruitment,
training and performance
appraisal.
Interests such as the
careers and activities that a
person is interested in
Assisting individual
counselling

• OBJECTIVE
• STANDARDISED
• PREDICTIVE & DIAGNOSTIC
• PRACTICABILITY
PROPERTIES OF PSYCHOLOGICAL TESTS

• MEASURE A SIMILAR CLASS OF BEHAVIOUR
• VALIDITY
• RELIABILITY
• NORMS
• TEST MANUAL

„ Requires a clinically trained examiner to administer, score, and interpret
„ Should never be used as the sole basis for a diagnosis.
„ The cultural and language differences among the target population may
affect test performance and may result in inaccurate test results.
„ Psychological assessment should never be performed in a vacuum:
„ a full medical examination, to rule out the possibilities of a medical, disease or
organic cause for the individual’s symptoms
„ the individual should be interviewed
„ more than one psychological test should be administered in certain settings
PRECAUTIONS WHILE USING
PSYCHOLOGICAL TESTS

„ Confidentiality
„ Release of results should only be made to another qualified
professional after client’s consent.
„ Communication to the client
„ specify the purposes and uses of their assessment techniques to the
clients
„ indicate the limits of the assessment techniques’ applicability
„ inform the clients about the implications of the test results.
„ report assessment results appropriately and accurately in language
that the recipient can understand
ETHICAL ISSUES IN PSYCHOMETRIC
TESTING

„ Informed Consent:
„ clients should be informed about the various aspects of the
psychometric test so that they can willingly consent to undergo
psychological testing.
„ client should be informed about the test and not under any sort of
ignorance or deception.
„ inform clients regarding the psychological services they intend to
provide,
„ explain the nature and purpose of the procedures they intend to
use
„ foreseeable risks, adverse effects, and possible disadvantages
„ how information will be collected and recorded
„ advising clients that they may participate, may decline to participate,
or may withdraw from methods or procedures proposed to them;

„ Choice of assessment tools:
„ Use valid procedures and research findings when scoring and
interpreting psychological assessment data
„ select such tools which hold the required qualities and have
established psychometric properties
„ keep in mind the clients’ requirements so that they select those
tests which are best suited to the needs of the clients.

„ Competence
„ explain that the test is for entertainment purposes or part of a
meaningful process
„ competent in assessment concepts and methods and they must be
able to recognize the boundaries of their competence
„ Client Welfare
„ Under no circumstance, should the well-being of the client be
compromised.
„ If there is any indication of any sort of discomfort or unease on the
part of the client, testing process must be stopped to probe the
reasons and removal of these reasons.

„ Test Security
„ psychological tests are private and copyrighted material
„ should not be shared without proper permission.
„ the test material should be kept safe and confidential.
„ access to such material is limited to the persons with professional
interests who must safeguard their use.

HISTORY OF
PSYCHOMETRICTEST

LEARNING OBJECTIVES
„ Rudimentary forms of testing in China in 2200 b. C.
„ Developments in Europe & United States
„ Brass instruments era of psychological testing
„ 19th century: western Europe & United States
„ 20th century: western Europe & United States
„ Developments in intelligence testing
„ Developments in personality testing
„ Development of vocational tests

„ 2200 BCE: Xia Dynasty
„ Chinese emperorYushun examined officials every third year
to determine whether they were suitable to continue in
office.
„ Such testing was modified and refined over the centuries until
written exams were introduced in the Han dynasty (202
B.C.–A.D. 200).
RUDIMENTARY FORMS OF TESTING IN
CHINA IN 2200 B. C.

„ 200–100 BCE: Late Qin, Early Han Dynasty
„ Royal examinations began around 200 to 100 BCE, in the late
Qin (Ch’in) or early Han dynasty.
„ First written examinations in world history began in 165 BCE,
when the emperor administered written examinations to all
nominees (Hucker, 1978).
„ Eberhard believes that there may have been some assessment
procedures before 165 BCE for selecting officials, who were
probably tested more for literacy than for knowledge.

„ 618–907 CE: T’ang Dynasty
„ Such examination systems seem to have been discontinued
until theT’ang dynasty, when their use increased significantly.

„ 1368–1644: Ming Dynasty
„ examinations became more formal.
„ different levels of examinations - municipal, county, provincial, and
national
„ results of examinations became associated with granting formal
titles
„ on passing each level of examination, people received more titles
and increasingly more power in the civil service.
„ examinations were distressful, and this distress became a part of
Chinese culture
„ many scholars believe that this examination system kept talented
men in the national government and kept members of the national
government from becoming nobility because of their descent.

„ 1791: France and Britain
„ France initially began using this kind of examination system in 1791.
„ However, soon after, Napoleon temporarily abolished them.
„ The system adopted by France served as a model for a British
system started in 1833 to select trainees for the Indian civil service
- the beginning of the British civil service.
DEVELOPMENT IN EUROPE & UNITED
STATES

„ 1860s: United States
„ Senator Charles Sumner and Representative Thomas Jenckes
proposed to Congress in 1860 that the United States use a similar
system.
„ Jenckes’s report, Civil Service in the United States, described the
British and Chinese systems
„ This report laid the foundation for the establishment of the Civil
Service Act Health and Psychosocial Instruments (HAPI), passed in
January 1883.

BRASS INSTRUMENTS ERA OF
PSYCHOLOGICAL TESTING
„ Human abilities were tested in laboratories.
„ Researchers used objective procedures that were capable of replication.
„ The new emphasis on objective methods and measurable quantities
„ Early experimental psychologists mistook simple sensory processes for
intelligence.
„ They used assorted brass instruments to measure sensory thresholds and
reaction times, thinking that such abilities were at the heart of intelligence.

„ 1879, - WilhelmWundt introduced the first psychological laboratory, in
Leipzig, Germany
„ Experimental psychologists conducted research to discover how people
learn and remember
„ Cattell and others realized that learning about the differences among
people was important
„ Developing formal psychological tests to measure individual differences
could help solve many social problems
„ Scientists were particularly interested in finding a quantitative way of
measuring general intelligence
19TH CENTURY: WESTERN EUROPE AND
THE UNITED STATES

„ WilhelmWundt, Francis Galton, and James McKeen Cattell laid the
foundations for modern-day testing.
„ Examination of the mentally ill around the middle of the nineteenth
century resulted in the development of numerous early tests that
featured the absence of standardization and were consequently
relegated to oblivion.
„ 1885 - Hubert von Grashey - developed the antecedent of the memory
drum as a means of testing brain-injured patients.
„ Conrad Rieger developed an excessively ambitious test battery for
brain damage. His battery took over 100 hours to administer and soon
fell out of favour.

Galton and the first battery of mental tests
„ Sir Francis Galton (1822–1911) – Father of mental testing - attempted
to measure intellect by means of reaction time and sensory
discrimination tasks.
„ Devised techniques for measuring beauty, personality, the efficacy of
prayer, and even the boringness of lectures.
„ Adapted psychophysical procedures to a series of simple and quick
sensorimotor measures.
„ Continued with the brass instruments mental testing which were
amenable to the timely collection of data from hundreds of subjects.

„ Galton set up a psychometric laboratory in London at the International
Health Exhibition in 1884.
„ Various anthropometric and psychometric measures were arranged on
a table such that subjects were given successive tests as they moved
down the table.
„ The tests and measures involved:
„ physical domain - height, weight, head length, head breadth, arm
span, length of middle finger, and length of lower arm
„ behavioural domain - strength of hand squeeze determined by
dynamometer, vital capacity of the lungs measured by spirometer,
visual acuity, highest audible tone, speed of blow, and reaction time
(RT) to both visual and auditory stimuli

Cattell Imports Brass Instruments to the
United States
„ James McKeen Cattell (1860–1944) and Wundt, did a series of RT
studies (1880–1882)
„ Cattell opened his own research laboratory at Cambridge and
developed a series of tests that were extensions and additions to
Galton’s battery.
„ Cattell (1890) invented the term mental test in his famous paper
entitled “Mental Tests and Measurements.”

„ Strength of hand squeeze – dynamometer
„ Rate of hand movement through a distance of 50 centimeters
„ Two-point threshold for touch—minimum distance at which two points
are still perceived as separate
„ Degree of pressure needed to cause pain—rubber tip pressed against
the forehead
„ Weight differentiation—discern the relative weights of identical-looking
boxes varying by one gram from 100 to 110 grams
„ Reaction time for sound—using a device similar to Galton’s Time for
naming colors
„ Bisection of a 50-centimeter line; Judgment of 10 seconds of time
„ Number of letters repeated on one hearing

„ Clark Wissler (1901) obtained both mental test scores and academic
grades from more than 300 students at Columbia University and
Barnard College.
„ Wissler’s (1901) results showed virtually no tendency for the mental
test scores to correlate with academic achievement.
„ Experimental psychologists largely abandoned the use of RT and
sensory discrimination as measures of intelligence

„ Reaction among psychologists in the early 1900s - Galton had been
wrong in attempting to infer complex abilities from simple ones.
„ In Europe,Alfred Binet was on the verge of a major breakthrough in
intelligence testing.
„ During the early 20th century, serious research efforts began on the use
and usefulness of various testing procedures.
„ Research conducted by scholars in the United States and Germany
eventually led to Alfred Binet’s research on intelligence in children.
20TH CENTURY: WESTERN EUROPE AND
THE UNITED STATES

DEVELOPMENTS IN INTELLIGENCE
TESTING

„ Late in the 19th century,Alfred Binet founded the first experimental
psychology research laboratory in France.
„ Binet attempted to develop experimental techniques to measure
intelligence and reasoning ability.
„ He believed that intelligence was a complex characteristic that could be
determined by evaluating a person’s reasoning, judgment, and problem-
solving abilities.
„ Binet was successful in measuring intelligence, and in 1905 he and Théodore
Simon published the first test of mental ability, the Binet–Simon Scale.
Alfred Binet & Binet-Simon Scale

„ In 1916, LewisTerman, an American psychologist, produced the Stanford–
Binet Intelligence Scales, an adaptation of Binet’s original test.
„ This test, developed for use with Americans ages 3 years to adulthood, was
used for many years.
„ A revised edition of the Stanford–Binet remains one of the most widely
used intelligence tests today.
Lewis Terman and the Stanford–Binet

„ 1939 –Wechsler–Bellevue Intelligence Scale (WBIS) for adults - index of
general mental ability (as did the Binet–Simon Scale) and revealed
patterns of a person’s intellectual strengths and weaknesses.
„ David Wechsler, the chief psychologist at Bellevue Hospital in NewYork
City, constructed the WBIS believing that intelligence is demonstrated
based on an individual’s ability to act purposefully, think logically, and
interact/cope successfully with the environment.
The Wechsler–Bellevue Intelligence Scale
and the Wechsler Adult Intelligence Scale

„ Wechsler published the second edition, the WBIS-II, in 1946.
„ In 1955,Wechsler revised the WBIS-II and renamed it the Wechsler
Adult Intelligence Scale (WAIS).
„ In 1981 and 1991 the WAIS was updated and published as the WAIS-R
and WAIS-III, respectively. I
„ n a continuing effort to improve the measurement of intelligence, as
well as the clinical utility and user-friendliness of the test, the fourth
edition was published in 2008.

DEVELOPMENTS IN PERSONALITY
TESTING

„ DuringWorld War I, the U.S. military wanted a test to help detect soldiers
who would not be able to handle the stress associated with combat.
„ American Psychological Association (APA) commissioned an American
psychologist, RobertWoodworth, to design such a test, which came to be
known as the Personal Data Sheet (PDS).
„ The PDS was a paper-and-pencil psychiatric interview that required military
recruits to respond yes or no to a series of 200 questions (eventually
reduced to 116 questions) that searched for mental disorders.
The Personal Data Sheet

„ The questions covered topics such as excessive anxiety, depression,
abnormal fears, impulse problems, sleepwalking, nightmares, and
memory problems.
„ The final design of this test couldn’t be completed and hence, PDS was
never implemented or used to screen new recruits.
„ AfterWorld War I,Woodworth developed the Woodworth
Psychoneurotic Inventory, a version of the PDS.
„ Woodworth Psychoneurotic Inventory was designed for use with
civilians and was the first self-report test.
„ It was also the first widely used personality inventory.

„ During the 1930s, - measuring personality by exploring the unconscious.
„ Two important projective tests: the Rorschach InkblotTest and the TAT.
„ The Rorschach was developed by Swiss psychiatrist Hermann Rorschach.
„ The TAT, was developed by two American psychologists, Henry A. Murray
and C. D. Morgan.
„ Both tests are based on the personality theories of Carl Jung and
continue to be widely used today for personality assessment.
The Rorschach Inkblot Test and the TAT

„ Great Depression - vocational aptitude tests that would predict how
successful a person would be at an occupation before entering it.
„ In 1947, the Department of Labor developed the General Aptitude Test
Battery (GATB) to meet this need.
„ The GATB was used for a variety of purposes, including vocational
counseling and occupational selection.
„ By the mid-20th century, numerous tests were available and to help
protect the rights of the test taker, the APA (1953) published Ethical
Standards of Psychologists.
DEVELOPMENT OF VOCATIONAL TESTS

TYPES OF PSYCHOMETRICTESTS -
INDIAN AND GLOBALTOOLS

LEARNING OBJECTIVES
„ Different types of psychological tests
„ Criteria of classification of psychological tests
„ Mode of administration
„ Rate of performance
„ Behavioral dimension measured
„ Medium used
„ Nature of items
„ Mode of interpretation
„ Mode of scoring
„ Scope/applicability

„ Psychological tests are objective, scientific and standardized
measures of psychological traits or constructs.
„ Psychological tests are constructed in a variety of formats
and styles.
„ These types are categories on the basis of many criteria.

CRITERIA OF CLASSIFICATION OF
PSYCHOLOGICAL TESTS

MODE OF
ADMINISTRATION
Individual Test GroupTest

INDIVIDUAL TEST
„ administered to one person at a time
„ useful for collecting comprehensive information about the testee.
„ often used in clinical evaluations.
„ costly, time consuming, and labor intensive.
„ E.g. Children’s Individual Test for Creativity.

„ primarily designed for ‘mass testing’
„ can be administered to more than one individual at a time
„ economical and time saving
„ E.g. Army Alpha and Army Beta tests
GROUP TEST

RATE OF
PERFORMANCE
SpeedTest PowerTest

„ Speed tests are timed tests
„ Examine the subject’s speed of responding within the stipulated period
of time
„ Test items are of uniform difficulty but time limit is such that no
examinee can attempt all the items
„ A pure speed test is a test composed of easy items so that the subject
responding never gives a wrong answer and his score is equal to
number of questions attempted by him.
SPEED TEST

„ offer enough time for the subject to attempt all the questions
„ Items are arranged according to their increasing order of difficulty and
certain items are such that they are too difficult for anyone to solve.
„ Designed to gauge the knowledge of the test-taker
„ A score on the power test depends entirely upon the numbers of items
answered and answered correctly.
„ E.g.: Raven’s Progressive Matrices
POWER TEST

BEHAVIOURAL
DIMENSIONS
MEASURED
Attitude Value Interest
Personality Ability

„ Evaluate the thoughts, emotions, attitudes, and behavioral traits that
comprise personality.
„ Help determine a person's personality strengths and weaknesses, and
may identify certain disturbances in personality, or psychopathology.
„ E.g.: Minnesota Multiphasic Personality Inventory for Adolescents
(MMPI-A) and the Millon Pre-Adolescent Clinical Inventory III (M-PACI)
PERSONALITY TESTS

„ Another type of personality test is the projective personality
assessment.
„ A projective test asks a individual to interpret some ambiguous stimuli,
such as a series of inkblots.
„ The person's responses provide insight into his or her thought
processes and personality traits.
„ E.g.: Holtzman Ink blotTest (HIT), the Thematic Apperception Test
(TAT), and Rorschach Inkblot test.

„ Assess the qualities that enable an individual to do specific tasks at a
specified time.
„ Measure a broad assortment of skills in order to estimate the
individual’s general intellectual, learning, success or accomplishment
level.
ABILITY TESTS

Ability Tests
Creativity Achievement Aptitude
Intelligence

INTELLIGENCE TESTS - Measure intelligence, or your ability to
understand your environment, interact with it and learn from it. E.g.:
Wechsler Adult Intelligence Scale (WAIS),Wechsler Intelligence Scale for
Children (WISC), Stanford-Binet Intelligence Scale (SB),
CREATIVITY TESTS - Measure a person’s ability to produce new and
original ideas, and the capacity to find unexpected solutions to vaguely
defined problems. E.g.:Torrance Test of Creative Thinking by E. Paul
Torrance (1966) and Creativity Self Report by Feldhusen (1965).

ACHIEVEMENT TESTS - Measure how well an individual understands a
particular topic (i.e., mathematics achievement tests) and the person’s past
learning on accomplishment in a task. E.g.:Wechsler Individual Achievement
Test (WIAT); Peabody Individual AchievementTest (PIAT) and Stanford
AchievementTest by Gardner and Madden (1969).
APTITUDE TESTS - Measure the subject’s capability of learning specific task or
acquiring specific skill. SAT (Scholastic AptitudeTest), Seashore Measure of Musical
Talent, Guilford and Zimmerman Aptitude Survey, General AptitudeTest Battery

„ Measure a person’s tendency to evaluate – favorably or
unfavorably – a class of events, place, objects or persons.
„ E.g.: Criminal Attitude Scale (CATS) (Taylor 1968);Attitude
towards Retarded (Efron and Efron 1967).
ATTITUDE TESTS

„ Measure normative frameworks related to individual/ group
behaviour or expectations such as theoretical, economic,
aesthetic, social, political, and religious.
„ E.g.:Allport,Vernon and Lindzey’s Test ofValues.
VALUE TESTS

„ Show a person’s preference or interest towards a class of
things or objects
„ Campbell’s Interest and Skill Survey (CISS, 1995)
INTEREST TESTS

MEDIUM USED
Paper-pencil Test Situational Test

„ Require students to read or write independently or to
demonstrate the understanding of concepts at a symbolic
level.
„ Items can be objective type, short answer type or extended
answer type.
„ Drawbacks - do not test a person by putting him/her in
actual situation.
PAPER-PENCIL TESTS

„ Test a person by putting the candidate in the actual or
highly real life simulated conditions.
SITUATIONAL TESTS

NATURE OF
TEST
Objective Essay
Verbal
Non-
verbal

„ Responses of the testee are recorded in the verbal format
and the emphasis is on reading, writing and oral expression.
„ E.g.: Jalota Group General Intelligence.
VERBAL TESTS

„ Emphasize but do not altogether eliminate the role of
language by using symbolic materials like pictures, figures
„ Use the language in instructions but in items they do not
use language.
„ E.g.: Raven’s Progressive Matrices
NON-VERBAL TESTS

OBJECTIVE TESTS - Responses are of multiple choice types
ESSAYTYPETESTS – Responses are of long answer type.

MODE OF
INTERPRETATION
Norm-referenced
Test
Criterion -
referencedTest

„ Compares an individual’s results on the test with the statistically
representative sample
„ One representation of norms is the Bell Curve (also called
‘normal curve’).
„ Norms are available for standardized psychological tests, allowing
for an understanding of how an individual’s scores compare with
the group norms.
„ E.g.: MMPI and GRE.
NORM-REFERENCED TESTS

„ Criterion refers to the measure of performance that we
expect to correlate with test scores.
„ Testee’s score is compared with an objectively stated
standard of performance on that test.
CRITERION-REFERENCED TESTS

MODE OF
SCORING
Hand-
scored
Machine-
scored
Self-
scored
Expert-
scored

SELF-SCORED TESTS - The testee himself/herself can score his responses
with the help of a scoring key
EXPERT-SCORED TESTS - The test responses are scored by an expert
person (generally the test administrator)
HAND-SCORED TESTS - Tests that are scored manually
MACHINE-SCORED TESTS - Tests that are scored with the help of a
machine (computer aided); e.g., the Optical Mark Recognition (OMR)
sheet responses

SCOPE OF THE
TEST
Culture-specific Test Culture-free Test

„ Designed for a specific population
„ Shows biased results for a specific group, culture, and
population due to cultural influence
„ A particular population influenced by cultural elements
display either low or high scores relative to the test norms.
CULTURE-SPECIFIC TESTS

„ Relatively free of specific cultural influences of the test designer and
administrator.
„ Items are designed to measure innate abilities not affected by culture.
„ E.g.: Maze tests and Block design tests.
„ However, all the tests, at least to some extent, are culture-specific
and it is very difficult to find a test which is totally culture-free.
CULTURE-FREE TESTS

CONSTRUCTION OF A
PSYCHOMETRICTEST AND
QUESTIONNAIRE

LEARNING OBJECTIVES
„ process of construction of psychometric test and questionnaire
„ importance and method involved in planning the test
„ process of operationally defining the construct and identification
of dimensions of the construct
„ how to create good test items and the process of screening test
items
„ process and various methods involved in item analysis
„ process and various methods involved in standardization of test,
i.e. establishing reliability, validity and norms of the test

„ Special care needs to be taken at the stage of test construction
itself so as to ensure that the test possesses all desirable
properties.
„ Every step in the process of construction of psychometric tests
and questionnaires holds special significance from the standpoint
of contribution to the ultimate quality of the test.
„ Important to pay close attention to the process of test
construction.

STEPS OF TEST CONSTRUCTION

PLANNING THE TEST
PLANNING THE
TEST
DEFINE THE
TESTING
UNIVERSE
DEFINE THE
TARTGET
AUDIENCE
PURPOSE OF
TEST

„ To define the testing universe, the developer prepares a
working definition of the construct the test will measure.
„ The developer conducts a thorough review of the
psychological literature to locate studies that explain the
construct and any current tests that measure the construct.
TARGET UNIVERSE

„ Target audience is the group of individuals who will take the
test.
„ The developer makes a list of the characteristics of the
persons who will take the test – particularly those
characteristics that affect how test takers will respond to
the test questions.
TARGET AUDIENCE

„ For instance, in many cases we cannot just develop a test
for children; instead, we must indicate the characteristics of
the children such as age and reading level.
„ Individuals with sensory, motor or cognitive impairment
may require special equipment or a reader or writer to
assist them to completing the test.
„ The developer must consider whether test takers will be
motivated to answer the test questions honestly.

„ The purpose includes not only what the test will measure –
for instance, self esteem – but also how the test users will
use the test scores.
„ Will the scores be used to compare test takers (normative
approach), or will they be used to indicate achievement
(criterion approach).
PURPOSE OF TEST

DEFINING THE CONSTRUCT
„ Constructs are amorphous things; they are “ideas”
„ These ideas are a synthesis about a series of impressions.
„ Constructs are self-defined
„ The onus is on the test developer to convince the test user
that the construct that is being measured is a reasonable
assimilation and synthesis of ideas

„ The developer reads theoretical and empirical literature
that will have an impact on the scale’s development.
„ Understands how other researchers have defined (both
conceptually as well as operationally) the construct as well
as potentially related constructs.
„ A definition of the construct and a thorough feedback from
the target population should be obtained.

„ A content analysis of the responses - list of areas that need
to be addressed under the construct.
„ The information about a construct can also be obtained
from subject matter experts (SMEs).
„ SMEs come from a variety of settings which include
individuals who study the phenomenon that one is
interested in measuring.

„ The definition includes operationalizing the construct in
terms of observable and measurable behaviours.
„ The definition provides boundaries for the test domain.
„ Specifies what content should be tested and excludes
content that is not appropriate for testing.

„ Dimensions - components which the respondents from the
target audience consider as important for their own
understanding of the construct.
„ Based on the components identified by the members of
target population, the investigator carries out the content
analysis.
„ Identifies the common themes inherent in the responses.
IDENTIFICATION OFVARIOUS
DIMENSIONS OF THE CONSTRUCT

„ The themes thus identified revolve around all the major
spheres of an individual’s meaning of that construct.
„ Based on these themes as well as the careful study of the
existing literature on the construct, the investigator
identifies the final dimensions.

„ Identify research where the authors have tried to develop
items for such a construct
„ depends on how close a match there is between the
construct that is to be assessed and what the developed
scale assesses
„ how carefully the items were developed for those
instruments, and
„ the results of the analyses that assess the instrument’s
psychometric properties
ITEM WRITING

„ Identify item topics by consulting the test plan.
„ Be sure that each item is based on an important learning
objective or topic.
„ Write items that assess information or skills drawn only from the
testing universe.
„ Write each item in a clear and direct manner.
Writing effective items

„ Use vocabulary and language appropriate for the target audience.
„ Avoid using slang or colloquial language.
„ Make all items independent.
„ Ask someone else (SME) to review items so as to reduce
unintended ambiguity and inaccuracies.

„ The number of items will be dependent on what types of
analyses will be performed on the scale.
„ How many different constructs are to be assessed and how long
it takes to respond to each item will play a role in determining
how many items are appropriate for a given context.
How many items?

„ If the test is too long, fewer people will be willing to
respond.
„ Those who do, may be fatigued by the end and thus provide
“garbage” answers.
„ How many items to make and use has to be based on the
rational consideration of both statistical needs and
administrative concerns.

„ Identify research where the authors have tried to develop
items for such a construct
„ depends on how close a match there is between the
construct that is to be assessed and what the developed
scale assesses
„ how carefully the items were developed for those
instruments, and
„ the results of the analyses that assess the instrument’s
psychometric properties
SCREENING OF ITEMS

„ Items must be submitted to SMEs for knowing their
criticisms and suggestions.
„ The experts should be informed of the standards of age,
education and other important points of the target group.
„ The clarity of words, their usefulness, sufficiency of test
material, the forms of the test items, their arrangement, and
so on, all must be reviewed.

„ Based on their suggestions, items are modified, added or
deleted.
„ The items are screened on the basis of the number of votes
of favour received by each item.
„ Those items which are voted irrelevant or unnecessary by
the majority for e.g. at least 7 out of 10 experts, should be
out rightly rejected.

„ Many items are such that they are not altogether rejected
„ Some changes are suggested either in the form, or wording
„ Such items should be modified in the light of the
suggestions provided

„ Test is given to a group of respondents from target
population over many administrations based on the need of
the situation.
„ The response data are analyzed and, as a result of the
analysis, items may be deleted or modified, or new ones may
be added.
„ Then the new instrument is administered to another group
of respondents and the process repeats itself.
PRELIMINARY ADMINISTRATION

„ Conrad (1951) recommended at least three preliminary
administrations of the test.:
„ FIRST ADMINISTRATION - sample of 100 examinees
suffices, is for the purpose of uncovering gross defects.
„ SECOND ADMINISTRATION - Item Analysis, for which
the number of examinees should be 400.
„ THIRD ADMINISTRATION - final form as a kind of
dress rehearsal to catch any minor defects that may have
evaded detection before and to determine reliability.

„ For these administrations, samples will have to be drawn
from the target population such that:
„ there will be no systematic bias in the data collected
from that sample
„ generalizations about the population based on the
sample are appropriate

„ assists the test constructor in finding out the major
weaknesses, omissions and inadequacies of the items
„ screens out very difficult or very easy items, non-
functioning distracters in multiple choice items and likewise
„ determines item validity
„ finds out the discriminatory power of each individual item
Benefits of preliminary administration

„ may help in affixing a reasonable time limit for the test, the
appropriate length of the test i.e. the items to be included in
the final form of the test.
„ determines the inter-correlations of the items (item
reliability) so that the overlapping ones can be avoided.
„ discovers weaknesses in instructions, format etc.

„ technique through which those items which are valid and
suited to the purpose are selected and the rest are either
eliminated or modified to suit the purpose.
„ know the indices for the truthfulness (or validity) of items.
„ demonstrates how effectively a given test item functions
within the total test.
ITEM ANALYSIS

„ Two main objectives of item analysis are-
„ To provide an index of the difficulty value to each item.
„ To indicate the discrimination value of each item.
„ examine the performance of each item
„ to identify those items that perform well,
„ to revise those that could perform better,
„ to eliminate those that do not yield the desired information
„ to assess the quality of those items and of the test as a whole.

„ Item analysis examines subjects’ responses to individual test
items (questions) in order
„ Improves items which will be used again in later tests, but it
can also be used to eliminate ambiguous or misleading
items in a single test administration.
„ Increases instructors' skills in test construction,
„ identifies specific areas of course content which need
greater emphasis or clarity.

„ Item analysis can help in identifying potential mistakes in
scoring, ambiguous items, and alternatives (distractors) that
don’t work.
„ The quality of the test as a whole is assessed by estimating
its "internal consistency."
„ The quality of individual items is assessed by comparing
students' item responses to their total test scores.

To obtain a measure of how well each item separates those
test takers who demonstrate a high degree of skill, knowledge,
attitude, or personality characteristic from those who
demonstrate little of the same skills, knowledge, attitude, or
personality characteristics
Item Discrimination

„ This statistic compares the performance of those who
made very high test scores (the Upper Group) with the
performance of those who made very low test scores (the
Lower Group) on each item.

„ Calculating the percentage of test takers in each group who
responded correctly and then obtaining the difference (D)
between the two percentages creates the discrimination
index.

„ Items which are too easy or too difficult should not be a part of
the test.
„ Difficulty level of each item is assessed.
„ Too easy and too difficult items are rejected.
„ Item difficulty is only applicable to aptitude tests, intelligence tests
etc. and not to personality or attitude tests, i.e. Item difficulty
applies to those tests where there is right or wrong answers.
Item Difficulty

„ Item reliability is obtained by calculating correlations
between all the items of a test.
„ Therefore, it is also called as Inter-item Correlation.
„ Scores obtained by the respondents on one item are
correlated with the scores on every other item of the test.
Item Reliability

„ If for a particular item, more than 50% correlations are
found to be significant, that item is retained.
„ Else, it is not suitable to be a part of the test and hence,
rejected.
„ Number of possible combinations of inter-item correlations
is given by the formula n(n-1)/2.
„ This process is undertaken for each of the items and based
on the correlation values obtained the suitability of each
item is decided.

„ To assess the contribution of a single item to overall
consistency is to calculate the item-total correlation,
„ To assess the strength and direction of the relation between
the way test takers responded to one item and the way they
responded to all of the items as a whole.
Item – Total Correlations (ItemValidity)

„ If the test items measure several constructs or dimensions,
the analyst should compare the item only to the total
number of other items that measure the same thing.
„ ItemValidity is the simple correlation between the score of
an item and the total score i.e. the item-total correlation.
„ Items that have little or no correlation with the total item
score measure a different construct from that being
measured by the other items.

„ The stronger the positive correlation of an item, the more
it will contribute to internal consistency.
„ The item-total correlation coefficient helps make decisions
about retaining or discarding an item based on how much
the item contributes to the internal consistency of the test.
„ Another name given to this is ItemValidity.

„ Choosing the items that make up the final test requires the
test developer to weigh each item’s evidence of:
„ content validity,
„ item difficulty and
„ Item discrimination
„ inter item correlation (a measure of reliability)
„ bias.
„ Test length and face validity must also be considered.
Choosing the final items

„ High inter item correlation coefficients and item-total
correlations suggest the item is measuring the same
construct as are other items – evidence of internal
reliability.
„ The best items will have high and positive correlation
coefficients.
„ They will also be close to 0.5 in difficulty with
discrimination indexes that are positive and high.

„ Test developers while compiling the final test choose the
correct number of “good” items that meet the
requirements of the test plan.
„ When test items must be rewritten to increase or decrease
difficulty or discrimination or to avoid bias, those items
should be piloted again to be sure that the changes made
produced the desired results.

„ Reliability refers to the precision, or accuracy, of the
measurement or score OR the consistency of a measure.
TEST RELIABILITY
RELIABILITY
Test-Retest
Parallel
Form
Split Half Cronbach α
Method of
Rational
Equivalence

„ Test retest reliability - the scores obtained on a test should
be consistent across time.
„ Assessing test-retest reliability requires using the measure
on a group of people at one time, using it again on the same
group of people at a later time, and then looking at test-
retest correlation between the two sets of scores.
Test-Retest Reliability

„ Parallel forms reliability (also called equivalent forms reliability)
uses one set of questions divided into two equivalent sets
(“forms”)
„ Both sets contain questions that measure the same
construct, knowledge or skill.
„ The two sets of questions are given to the same sample of
people within a short period of time and an estimate of
reliability is calculated from the two sets using correlation.
Parallel Form

„ The split-half method assesses the internal consistency i.e.
the extent to which all parts of the test contribute equally to
what is being measured.
„ It is calculated by finding correlation between the results of
one half of a test with the results from the other half.
Split Half Reliability

„ A test can be split in half in several ways, e.g. first half and
second half, or by odd and even numbers.
„ If the two halves of the test provide similar results, as
indicated by high correlation, this would suggest that the
test has internal reliability.

„ Cronbach’s alpha is a measure of internal consistency, i.e.,
how closely related a set of items are as a group.
„ The most commonly used measure of reliability in applied
settings as it’s the easiest to compute using software.
Cronbach α

„ This method is also known as “Kuder-Richardson Reliability”
or ‘Inter-Item Consistency’.
„ It is a method based on single administration and consistency
of responses to all items.
„ This method enables to compute the inter-correlation of the
items of the test and correlation of each item with all the
items of the test.
Method of Rational Equivalence

„ "The extent to which the test or inventory actually
measures what it purports to measure."
„ The determination of the validity of an inventory would
involve the correlation between scores on the inventory
and some pure criterion measure of what the inventory
purports to measure.
TESTVALIDITY

VALIDITY
Content
Validity
Criterion
Validity
Construct
Validity
Factorial
Validity

„ It is the extent to which a measure “covers” the construct of
interest.
„ It is best applied to tests of proficiency and of educational
achievement, although such validity may be and should be
supplemented by several types of statistical analysis.
ContentValidity

„ Criterion validity is the extent to which people’s scores on a
measure are correlated with other variables (known as
criteria) that one would expect them to be correlated with.
„ A criterion can be any variable that one has reason to think
should be correlated with the construct being measured, and
there will usually be many of them.
CriterionValidity

„ When the criterion is measured at the same time as the
construct, criterion validity is referred to as concurrent
validity
„ When the criterion is measured at some point in the future
(after the construct has been measured), it is referred to as
predictive validity (because scores on the measure have
“predicted” a future outcome).

„ Construct validity defines how well a test or experiment measures
up to its claims.
„ It refers to whether the operational definition of a variable actually
reflects the true theoretical meaning of a concept.
„ It is the experimental demonstration that a test is measuring the
construct it claims to be measuring.
ConstructValidity

„ In the statistical method called factor analysis, the items of a
large number of tests are examined and if possible,
accounted for in terms of a much smaller number of more
general 'factors' or 'trait categories'.
„ Factorial validity is the validity of a test determined by its
correlation with a factor determined by factor analysis.
FactorialValidity

„ Norms refer to the information regarding the group
performance of a particular reference on a particular
measure to which a person can be compared.
„ Norms are expressed as standardized scores.
„ Scores on psychological test are most commonly
interpreted by reference to norm that represents the test
performance on standardization sample.
TEST NORMS

PERCENTILE NORMS: Percentile scores represent the percentage of
persons in the standardised sample who fall below a given raw score.They
indicate an individual’s relative position in the standardized sample.
AGE NORMS: To calculate age norms, the Mean of raw scores obtained
by all in the same age group within a standardized sample is taken. So Mean
raw score of 12 year old students would represent the 12 years norm.

GRADE NORMS: Grade norms are found by computing the Mean raw
score obtained by students in particular grade.
STANDRD SCORE NORMS: Standard scores express the individual’s
distance from the Mean in terms of the standard deviation of the
distribution.They are obtained by linear or nonlinear transformation of the
original raw scores.

„ After establishing the reliability, validity and norms, the last
step is to prepare a test manual.
„ It gives information of the entire process involved in test
construction along with various indices calculated for
standardization of the test.
PREPARING TEST MANUAL

THE MINDLER ASSESSMENT AND ITS
COMPONENTS

LEARNING OBJECTIVES
„ career assessment
„ Mindler’s career assessment tool and its components
„ orientation style and its various types
„ personality and various traits
„ aptitude component
„ emotional quotient component
„ interest component

„ Mindler is the most-advanced website for online career
assessment, career guidance and career counselling in India,
designed for school students and graduates.
„ Mindler helps students discover their perfect career through
its 5-dimensional career assessment, and revolutionary
approach to career counselling and career guidance.

COMPONENTS OF MINDLER CAREER
ASSESSMENT
„ A Career Assessment is a test designed to understand
where an individual’s unique set of strengths, aptitudes and
skills lie, in order to recommend the right careers for them.
„ The Mindler Career Assessment is an online career test
that evaluates an individual on 56 parameters across 5
dimensions to suggest top career options suitable for them.

„ The individual being assessed gets detailed career
development plans and expert guidance within the 34-page
career report itself, so they can take the first step towards
achieving their career goals.

COMPONENTS OF MINDLER CAREER
ASSESSMENT
ORIENTATION STYLE
PERSONALITY
APTITUDE
EMOTIONAL QUOTIENT
INTEREST

„ Orientation style identifies what an individual is driven by.
„ Understanding the orientation style will help a person with
career decision based on their dominant style of interaction
with the surroundings.
ORIENTATION STYLE

ORIENTATION
STYLE
People
Orientation
Administrative
Orientation
Creative
Orientation
Information
Orientation

„ The scores obtained on this style inventory indicate that
the person is people-orientated.
„ This means that they like to interact with people and have
an understanding of their problems and needs.
„ They are drawn more to seek close relationships with
others.
People Orientation

„ Their style indicates that they will be good in tasks in which
they have to lead, direct and persuade others.
„ They cooperate well with others and can express
themselves clearly.
„ They make friends easily and are observed as trustworthy,
social and helpful at the workplace.

the person being assessed is administrative orientated.
„ This means that they are good with work tasks in which
they have to deal with facts, number, records, files and data.
„ They prefer to work in an organized systematic manner
paying close attention to details.
Administrative Orientation

„ They would be good in tasks which require a high sense of
responsibility and rule-abiding norms.
„ They are good in perceiving the practical aspects of
problem and solving it through rulebooks and guidelines.
„ They may be observed as being practical, realist and
organized at the workplace.

the person being assessed is information orientated.
„ This means that these people are driven by new ideas,
innovation and ways of doing tasks.
Creative Orientation

the person being assessed is information orientated.
„ This means that these people are driven by information,
machine, data and materials.
Information Orientation

„ Understanding one’s Personality will help an individual
identify his/her consistent behavior patterns.
„ Personality assessment identifies what career options suit
their style and match their personal attributes.
„ Mindler’s career assessment tool identifies individuals on six
parameters which are further divided into 15 sub-
parameters.
PERSONALITY

Liveliness Intense Pursuit Extraversion Agreeableness
Team Work Perfectionism Perseverance Practical
Organizational
Skills
Resilience
Locus of
Control
Enterprising
Decision
Making
Capacity
Moral
Conformity
Integrity

Locus of Control - individual's perception of the power they have over
events that happen in their lives. People with this trait believe that they
have control over their own destiny and are convinced about their own
skills.
Resilience - ability to pursue chosen path despite stress, high- risk status,
challenges and hardships.
Integrity - Synonymous with honesty, principles, sincerity, scruples;
integrity means being honest and living by universal principles of right and
wrong.
Moral Conformity - standing by your principles & code of conduct
rather than matching attitudes, beliefs, and behaviours to group norms so
as to fit into the group.

Agreeableness - the ability to sympathize with others, trust them and be
warm, concerned and cooperative towards them.
Extraversion - the ability to talk easily to others, assert viewpoints and
prefer working in groups, rather than working alone.
Team Work - including not only your views but also the views of others
while working towards a common goal. It involves working collaboratively
with people and maximizing the team output.
Decision Making Capacity - the tendency to choose effectively from
alternatives through reasoning and critical thinking.

Enterprising - being assertive, confident, high on risk- taking capacity, and
having the ability to persuade others.
Intense Pursuit - Synonymous with dedication, devotion & zeal; intense
pursuit is having a clear intention, aim, interest, commitment and strong
desire to pursue on a chosen path.
Enthusiasm - Synonymous with vitality, spiritedness & vigor, enthusiasm is
having abundant or intense energy and curiosity to gather knowledge.
Organizational Skills - the ability and style of an individual to structure
plan and meet their goals in a systematic manner.

Perfectionism - the desire to strive for flawlessness and set
high standards of excellence.
Perseverance - the determination of an individual to
complete a task, irrespective of the obstacles.
Practical - Synonymous with pragmatic, real & hands-on;
practical is being more concerned with practice than theory.

„ Understanding one’s aptitude will help the person being
assessed explore their innate strengths.
„ Aptitude assessment predicts what is their innate ability and
potential and helps them find career options that are in
sync with their aptitude.
„ Mindler’s career assessment tool identifies ten different
types of aptitudes
APTITUDE

Abstract
Aptitude
Spatial
Aptitude
Numerical
Aptitude
Mechanical
Aptitude
Verbal
Aptitude
Language
Usage
Aptitude
Creative
Aptitude
InfoTech
Aptitude
Logical
Reasoning
Perceptual
Speed

Abstract Aptitude - the ability to work with new concepts,
abstract ideas & recognizing patterns and similarities.
Spatial Aptitude - the ability to manipulate shapes in two
dimensions or to visualize three-dimensional objects
presented as two-dimensional pictures.
Numerical Aptitude - the ability to quickly grasp
mathematical functions and to use them to analyze and solve
mathematical problems.

Mechanical Aptitude - the ability to grasp and use
mechanical concepts and principles to so solve problems.
Verbal Aptitude - the ability to comprehend words and
sentences and deduce meaningful relationship from them.
Language Usage Aptitude - the ability to understand and
use words along with the grammatical rules and structures to
produce meaningful novel sentences.

Creative Aptitude - the ability of an individual to develop
novel and diverse ideas and solutions for a given problem.
InfoTech Aptitude - the ability to grasp and use principles
and concepts of technology and computer programs to solve
problems.
Logical Reasoning - the ability to identify and isolate
components of an argument to arrive at a complete inference
and reach a conclusion.
Perceptual Speed - the ability to accurately and quickly
compare similarities and differences among sets of pictures,
patterns, objects, letters or numbers.

„ Understanding one’s Emotional Intelligence will help them
understand their effectiveness in social situations.
„ Emotional Intelligence assessment helps one identify how
well does an individual recognize and handle their own
emotions and interpersonal relationships.
„ Mindler’s career assessment tool identifies emotional
quotient on seven dimensions
EMOTIONAL QUOTIENT

Emotional
Self
Awareness
Emotional
Self Efficacy
Emotional
Regulation
Motivation Empathy
Pro-Social
Behaviour
Conflict
Management

Emotional Self Awareness - the ability of being aware of
and recognise one's own emotions.
Emotional Self Efficacy - the belief of an individual in one's
capability to understand and deal with one's emotions.
Emotional Regulation - the ability of an individual to
manage one's constructive as well as destructive emotions
well. It is the ability to manage stress, anger and anxiety.

Motivation - the ability of an individual of having achievement
drive, optimism, and being committed to one's values, needs and
goals.
Empathy - the ability of perceiving and being aware about
emotions of others, including being sensitive to a diverse
population.
Pro-Social Behavior - the ability of having the motivation to
help others without any personal gain, an inclination to help
others in distress.
Conflict Management - the ability to resolve conflicts
through negotiations, by changing one’s stand and in
controlling their emotions under pressure.

„ Understanding one’s Interest will help an individual identify
what work areas excite them and help them identify career
options which are personally rewarding.
„ Interest assessment explores one’s interest across multiple
career options to find the right match which shall keep
them engaged.
INTEREST

Mindler’s career assessment tool identifies
following areas of interest:
„ Defense Services
„ Design
„ Distribution & Logistics
„ Education Training & Social
Service
„ Engineering, Information &
Technology
„ Governance & Administration
„ Health, Medicine & Fitness
„ Hospitality
„ Legal, Finance,Accounting &
Insurance
„ Management & Entrepreneurship
„ Marketing
„ Media, Communication & Applied
Arts
„ Performing Arts
„ Sales
„ Science & Maths
„ Social Sciences & Humanities

REPORT INTERPRETATION &
ANALYSIS - USINGTHE ASSESSMENT
TOYOUR ADVANTAGE

LEARNING OBJECTIVES
„ Components of the Mindler’s Career Discovery report
„ Structure of the Mindler’s Career Discovery report
„ Classification of scores provided in the Career Discovery
report
„ Interpret the expert analysis provided in the Career
Discovery report
„ Development plans provided in the Career Discovery
report

„ Mindler is the most-advanced website for online career
assessment, career guidance and career counselling in India,
designed for school students and graduates.
„ Mindler helps students discover their perfect career
through its 5-dimensional career assessment, and
revolutionary approach to career counselling and career
guidance.

„ Mindler’s career assessment tool focuses on five key areas:
Orientation Style, Personality,Aptitude, EQ and
Interest.
„ It means that this is a highly comprehensive assessment tool
which looks at the overall psychological make-up of the
individual before suggesting a suitable career.

MINDLER’S CAREER DISCOVERY REPORT
„ Orientation styles tapped by this tool are of four types:
„ People Orientation
„ Administrative Orientation
„ Creative Orientation
„ Information Orientation
„ Each of these styles enables an individual to understand
where their orientation lies and which of these drives them.

The assessment of personality is also undertaken.
Personality traits identified and assessed through this tool
include
„ Liveliness
„ Intense Pursuit
„ Extraversion
„ Agreeableness
„ TeamWork
„ Perfectionism
„ Perseverance
„ Practical
„ Organizational Skills
„ Resilience
„ Locus of Control
„ Enterprising
„ Decision Making Capacity
„ Moral Conformity
„ Integrity

Further, mindler’s assessment tool also taps into a
number of aptitudes. Aptitudes identified by this tool
include:
„ Abstract Aptitude
„ Spatial Aptitude
„ Numerical Aptitude
„ Mechanical Aptitude
„ Verbal Aptitude
„ Language Usage Aptitude
„ Creative Aptitude
„ InfoTech Aptitude
„ Logical Reasoning
„ Perceptual Speed

Emotional quotient is identified on many dimensions
including
„Emotional Self Awareness
„Emotional Self Efficacy
„Emotional Regulation
„Motivation
„Empathy
„Pro-Social Behavior
„Conflict Management

REPORT INTERPRETATION & ANALYSIS
„ The assessment results are provided in the form of a 34-
page Career Discovery Assessment report which provides
detailed information about the individual being tested.
„ This report provides deep insights on their holistic profile
and recommends best-suited career paths according to
their strengths.

„ This report is divided into different sections.
„ Initially, the report highlights the Orientation Style of the
individual.
„ The dominant orientation styles is identified and explained for
the student to understand.
„ Along with the dominant style, a secondary style is also identified
and explained.

A graphical representation of the scores obtained on
all four styles depicting the student’s standing on each
of the four styles.

„ The scores provided are in the form of Stanines.
„ These scores are classified in three categories:
„ High (Stanine Scores: 7, 8, and 9)
„ Medium (Stanine Scores: 4, 5, and 6)
„ Low (Stanine Scores: 1, 2, and 3)

„ The next section of the Career Discovery Report provides
information on the person’s interest areas as identified on
the bases of the responses provided by the assessee.

all interest areas depicting the student’s standing on
each of the item

The report then proceeds to highlight the
scores and explanation of the personality of
the assessee.

The report provides a graphical representation of the
person’s scores on each of the 15 personality traits
showing their standing on each.

„ The information provided on personality is then explained in
detail by focusing on each of the 15 personality traits under the
section titled,“Your Personality in Detail”.
„ Under this section, the meaning of each personality trait is
described along with the expert analysis of the subject’s score on
that personality trait.
„ The score obtained by the subject is depicted in the form of a 9-
point continuum scale

In case the obtained score lies in the low range (i.e. Stanine score of 1,
2 or 3), or a medium range (i.e. Stanine score of 4, 5 or 6), a
development plan is provided for the subject to follow in order to
improve the score on that dimension

„ No development plan is provided if the score is high (i.e.
stanine score of 7, 8 or 9).A similar description is provided
on all the remaining personality traits also.
„ The next section of the report provides a detailed
description of the subject’s aptitude.
„ The meaning of aptitude is explained along with identifying
the subject’s dominant aptitude strengths.

A graphical representation is provided of the scores
obtained by the subject on each of the ten aptitudes
mapped by this tool.

„ In the next section titled,“Your Aptitude in Detail”, the
meaning of each aptitude is described along with the expert
analysis of the subject’s score on that aptitude.
„ The score obtained by the subject is depicted in the form of
a 9-point continuum scale.
„ In case the obtained score lies in the low range (i.e. stanine
score of 1, 2 or 3), or a medium range (i.e. stanine score of
4, 5 or 6), a development plan is provided for the subject to
follow in order to improve the score on that dimension.

stanine score of 7, 8 or 9).A similar description is provided
on all the remaining aptitudes also.
„ Next, the Career Discovery Report focuses on the
Emotional Quotient of the subject.
„ The meaning of Emotional Quotient is described along with
the scores obtained by the subject.
„ On the basis of the obtained scores, the subject’s Dominant
Emotional Quotient Strengths are identified and presented.

all dimensions of the emotional quotient is also
provided depicting the subject’s standing on each

„ In the next section titled,“Your Emotional Quotient in
Detail”, the meaning of each dimension of EQ is described
along with the expert analysis of the subject’s score on that
dimension.
„ The score obtained by the subject is depicted in the form of
a 9-point continuum scale.
„ In case the obtained score lies in the low range (i.e. stanine
score of 1, 2 or 3), or a medium range (i.e. stanine score of
4, 5 or 6), a development plan is provided for the subject to
follow in order to improve the score on that dimension

stanine score of 7, 8 or 9).
„ A similar description is provided on all the remaining EQ
dimensions also.
„ Next, the Career Discovery Report provides a summarised
depiction of all five key areas, i.e. Orientation Style, Interest,
Personality,Aptitude and Emotional Quotient

„ The next section provides career match most suitable for
the subject on the basis of the scores obtained by them on
all five key areas.
„ Career matches are provided on the basis of the
requirements of that particular career and how much of a
match exists between the profile of the subject and the
career requirements.
„ Top five career matches are provided along with the
description of that career along with a link for more
detailed information.

Introduction to Psychometric Testing

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