Tests; intelligence,creativity,achievement and aptitude tests

1. Submited To:-
Dr. HemantLata Sharma Priyamvada

2.  Test
 Test Design
 Intelligence Tests
 Creativity Tests
 Achievement Tests
 Aptitude Tests

3.  “Test is a systematic
procedure for observing
persons and describing them
with either a numerical scale
or a category system. Thus,
test may give either a
qualitative or quantitative
information.”
(ANTHONY J. NITKO)
 Test commonly refers to a set
of items or questions under
specific conditions.

4.  In order for a test to be accurate,
it must meet the three standards
below.
 Standardization
› Test norms
› Standardization group
 Reliability
› Test-Retest Method
› Split Half Method
› Parallel and Alternative
 Validity
› Content validity
› Criterion-related validity
› Construct validity

5. Intelligence
Test
Creativity
Test
Aptitude Test
Achievement
Test
Interest Test
Personality
Test

7. Ability to
adjust
• Stern:-
“Intelligence is
the ability to
adjust oneself to
a new situation.”
Ability to
Learn
• Thorndike:- “It is
the ability to
make profitable
use of past
experience.”
Ability to
carry on
abstract
thinking
• Terman:- “It is
the ability to
think in terms of
abstract ideas.”

8. Innate natural power
Helpful in learning and adjustment
Heredity
The ability to solve problems.
The capacity to adapt and learn from experience
Includes characteristics such as creativity and interpersonal skills
The mental abilities that enable one to adapt to, shape, or select one’s environment
The ability to judge, comprehend, and reason
The ability to understand and deal with people, objects, and symbols
The ability to act purposefully, think rationally, and deal effectively with the environment

9.  On the basis of administration of Tests
Individual Tests Group Tests
On the basis of form
Verbal Tests
Non- verbal and
Performance Tests

10. Individual
Tests
Verbal Tests
Non- Verbal
Tests
(Performance
Tests)
Group
Tests
Verbal Tests
Non- Verbal
Tests
(Performance
Tests)
Intelligence
Tests

11. Measure an individual’s ability in relatively global areas such as verbal
comprehension, perceptual organization, or reasoning and thereby help
determine potential for scholastic work or certain occupations.
The term intelligence test refers to a test that yields an overall summary
score based on results from a heterogeneous sample of items.
Measure general mental abilities. They are intended to measure
intellectual potential.

12.  Born in Rumania, emigrated to U.S. at
age 6
 Worked as a psychological examiner in
army during WWI
 Obtained Ph.D. in 1925
 Chief psychologist at Bellevue
Psychiatric Hospital from 1932-1967
 Developed several intelligence tests,
including Wechsler Adult Intelligence
Scale (WAIS) and the Wechsler
Intelligence Scale for Children (WISC).

13. David Wechsler has produced a number of individual
intelligence tests. Like the Stanford Binet, these test are
administered individually by trained examiners and take
about an hour.
Wechsler introduced his first test, then called the “Wechsler-
Bellevue”, in 1939. This was an adult test, standardized on
the adult sample group. In 1955 he revised his adult test,
calling it the Wechsler Adult Intelligence Scale.
The adult test has since been revised yet again, in 1981,
and is now called the WAIS-R (the R for “revised”).

14. In 1949 Wechsler published the Wechsler
intelligence scale for children (WISC).
In 1963 he published the Wechsler Preschool
and Primary Scale of Intelligence (WPPSI), which
was designed for children from four through six
and one-half years of age.
In 1974 Wechsler introduced a new version of the
WISC, calling this test the WISC-R.

15. The Wechsler tests mark a rather significant departure from the
tradition of the Binet tests. Wechsler believed that the Binet
tests were too heavily loaded with verbal items.
According to Wechsler, “Intelligence … is the aggregate or
global capacity of the individual to act purposefully, to think
rationally, and to deal effectively with his environment”.
Thus, not only is the poet with high verbal facility able to score
well on the WAIS-R, but so too is the garage mechanic who can
expertly reassemble a four-barrel carburetor, even he and she
cannot quote long process passage from Shakespeare.

16. The Verbal Subtests The Performance Subtests
1. Information 1. Picture Arrangement
2. Comprehension 2. Picture Completion
3. Arithmetic 3. Block Design
4. Digit span 4. Digit Symbol
5. Similarities 5. Object Assembly
6. Vocabulary
Three IQs in the test
1.Verbal Scale IQ 2. Performance Scale IQ 3. A Full Scale IQ

17. All the three IQs were deviation IQ
having a mean of 100 and S.D
15.Wechsler Intelligence test (Adult
Form) has been adapted in Indian
conditions by Majumdar.
Thus, the garage mechanic may
receive a verbal IQ of only 105, but
with a performance IQ of 126 he would
achieve a full- scale IQ of 115, which is
at the eighty- fourth percentile.

19.  On the WAIC-R, the verbal IQ is calculated on the
basis of six subtests:
1. Information:- Twenty-nine items that test the
subject’s general storehouse of information about
the world.
2. Comprehension:- Fourteen questions that evaluate
the individual’s level of practical information and
general ability to utilize past experience.
3. Arithmetic:- Fourteen questions that test the
individual’s powers of arithmetical reasoning. The
skills needed for this subtest don’t go beyond those
taught in grade school.

20. 4. Digit Span:- A test of short-
term memory in which the
examiner reads a series of
digits and asks the subject
to repeat them.
5. Similarities:- thirteen
items in which the subject
attempts to discover in
what way two things alike.
This test appears to
measure an individual’s
ability to think in abstract
terms.
6. Vocabulary:- Forty words
that attempt to predict the
size of a person’s
vocabulary.

21.  The performance IQ is computed on the basis of five
Subtests:
1. Picture Arrangement:- Seven pictures that, when
arranged properly, tell a logical story. This is an attempt
to measure an individuals ability to size up and
understand a total situation.
2. Picture Completion:- The subject is shown a set of
incomplete picture and is asked to name the missing
part. This is a test of visual recognition.
3. Block Design:- the subject is given a number of small
wooden blocks that must be put together to form a
number of patterns. This is a test of perceptual analysis
and visual motor coordination.

22. 4. Digit Symbol:- The subject must associate certain symbols
with certain digits and then be able to write the
appropriate symbol in square containing the associated
digit. This is a test of speed of movement and memory.
5. Object Assembly:- The subject must arrange various
puzzle parts to form a certain object. This is a test of
manual dexterity and powers of recognition.
In addition to being important instruments
for measuring intelligence, the Wechsler tests have useful
diagnostic capabilities that enable a skilled examiner to
evaluate personality characteristics as defense
mechanisms, the ability to cope with stress, and the
general mode of handling life’s situation. Thus, a
Wechsler test gives a three-dimensional picture of the
subject, and can be often tell us not only that a given child
lacks motivation, but also why.

24. a

25.  “Creativity is an ability to
develop something new and
original in the form of product,
concept or idea.”
Taylor
 “Creativity sometimes refers to
creative potential, sometimes
to creative production and
sometimes to creative
productivity.”
Guilford

26. Process and
Product
Universal
Unique
Originality Novelty
Flexibility
Divergent
thinking
Reinterpretation
Nurtured by
training
Multiplicity of
responses
Source of joy
and satisfaction
Wide field
Harmony of
abnormal and
relevant thinking
Creative
personality

28.  Assess novel, original
thinking and the capacity to
find unusual or unexpected
solutions, especially for
vaguely defined problems.
 Educators were especially
impressed that creativity
tests required divergent
thinking—putting forth a
variety of answers to a
complex or fuzzy problem—
as opposed to convergent
thinking—finding the single
correct solution to a well-
defined problem.

29. Baqer Mehdi’s (1973) test of creative thinking is an
adopted form of Torrance test of creative thinking.
The total battery is composed of verbal and non
verbal test both.
The battery is meant to identify creative talent at all
stages of education, except pre-primary and primary.
The battery was standardized on a sample of urban
and rural students from Punjab and U.P.

30.  On the basis of item analysis it
has been reported that both the
verbal and non verbal test are
highly internally consistent and
seem to measure a unified
dimension in the intellectual
domain which can justifiably be
designated as creativity.
 In the preparation of the verbal
and non-verbal test of creativity,
task pertaining the 4 traits –
fluency, flexibility, originality and
elaboration have been used.

31. Types of
Creativity
tests
Verbal tests
Non – verbal
tests

32. elaboration
 It is represented by a person’s ability to add
more ideas to the minimum and primary
response to the stimulus figure.
 The response title often tells what exactly the
testee is trying to make.
 The responses which can be reasonably
interpreted and indentified should be scored.
originality
 It is represented by uncommonness of a
given response.
 Responses given only by less than 5 percent
of the group are considered and are given
differential weights.

33. Consequences
tests.
Unusual
tests.
Similarity
tests.
Product
improvement
tests.
New
relationship
test .

34.  The consequences tests are consists of
three hypothetical questions:-
a) What would happen if man could fly like bird
?
b) What would happen if the schools had
wheels?
c) What would happen if man does not have
any need for food?

35.  The subjects are instructed to think as many
consequences of these situations as
possible.
 Write their answers in the space provided
down the question.
 This test provides an opportunity for the
subject’s free play of imagination and his
originality.
 Four minutes are given for three problems
each.

36.  This test presents name of three common
subjects, such as a piece of stone, a wooden
stick and water.
 The testee is asked to write as many novel,
interesting and unusual uses of these objects in
the test booklet given to him.
 The test is a measure of subject’s ability to
retrieve items of information from his/ her
personal information or abilities to think on the
problem in a novel and original way.

37.  This test presents the subject with three
pairs of words apparently different tree and
house, chair and ladder, air and water and
requires him to think and write as many
novel relationships as possible between the
two objects of each pairs.
 The time allowed for each pair of words is
five minutes.

38.  In this test the subject is asked to think of a
simple wooden toy of a horse and suggest
addition of new things to it, to make it more
interesting for the children to play.
 The time allowed is six minutes.

39.  The test was constructed by Baqer Mehdi
(1973).
 The theoretical framework for the
preparation of the battery was provided by
empirical studies on the nature of creativity.
 The non-verbal test of creative thinking is
intended to measure the individual’s ability to
deal with figural content in a creative
manner.

40. Picture
construction
activity.
Incomplete
figures
activity.
Triangles
and ellipses
activity.

41.  This activity presents the subject with two
simple geometrical figures and requires him to
construct an elaborate picture using each figure
as an integral part.
 Emphasis is put on originality and elaboration.
 The pictures are scored for elaboration and
originality.
 The subject is also asked to give an unusual
and interesting title to each picture.

42.  The titles may also be scored for verbal
elaboration and originality, and the scores
added to the verbal creativity score obtained
on the verbal creativity test.
 Ten minutes are allowed to compete the
task.

43.  The activity consists of ten line drawings
which could be made into meaningful
pictures of different objects.
 The subject is given 15 minutes for 10
objects.
 Each item is scored for elaboration and
originality.
 Titles may be scored for verbal elaboration
and originality and the scores added to the
verbal creativity.

44.  This activity has 7 triangles and 7 ellipses.
 The subject is required to construct different
meaningful pictures in 10 minutes.
 Scoring is done for elaboration and originality.
 The titles are scored for verbal elaboration and
originality and added to verbal creativity.
 The total time required for administering the test
is 40 minutes as 5 minutes extra are allowed
after the activities are completed.

46.  The word achievement has been derived from
Middle French- “achievement” means “a finishing”
in late 15century.
 Achievement is the progress pupils make toward
the goals and objectives of the curriculum; it may
be the one’s ability or extent of his or her
knowledge of a content or area.
 Achievement is the result, the successfulness, the
extent or ability, the progress in learning
educational experiences that the individual indicate
in relation with his/her educational learning.

47. Super, “An achievement or proficiency
test is used to ascertain what and how
much has been learnt or how much
the task been performed.”
According to Ebel’s, “An achievement
test is one designed to measure
student’s grasp of knowledge or his
proficiency in certain skills.”

48.  Measure a person’s
degree of learning,
success, or
accomplishment in a
subject or task.
 One instrument may
serve both purposes,
acting as an aptitude
test to forecast future
performance and an
achievement test to
monitor past learning.

49. Constructed by experts.
Fixed principles.
For different classes and subjects.
A large number of questions.
Uniform directions.
Used on many students.
Publication.

51. Diagnostic Tests
Survey Tests
Criterion-Referenced Tests
Prognostic Tests
Norm-Referenced Test

52. Survey Batteries Test:-Typically a group of subject-
matter tests designed for particular grade level.
Single Survey Test:-Typically focus on achievement
in a single area with broad norms.
Diagnostic Test:-Focus on identifying specific
learning difficulties in a specific area.
Prognostic Test:-Focus on predicting achievement
in a particular area.

53.  Norm-referenced Tests
 A norm-referenced test (NRT) is
a type of test, assessment,
or evaluation which yields an
estimate of the position of the
tested individual in a predefined
population, with respect to the
trait being measured
 A NRTs compare a person's
score against the scores of a
group of people who have
already taken the same exam,
called the "norming group.“
 It refers to standardized tests
that are designed to compare
and rank test takers in relation to
one another.
 Criterion-Referenced Tests
 Criterion-referenced tests and
assessments are designed to
measure student performance
against a fixed set of
predetermined criteria or
learning standards—i.e., concise,
written descriptions of what
students are expected to know
and be able to do at a specific
stage of their education.

54. Standardization:- any test that is developed, administered, and scored under controlled conditions.
It refers to the use of a uniform procedure for administering and scoring the test.
Item - a test question.
Item format - the style in which the item has been constructed.
Battery - a collection of tests.
Test form - a version of a test that can be used interchangeably with other versions. Because a test
may be needed on more than one occasion, several versions of the test are usually developed.
Evaluation - ascribing value or worth to a score or performance.
Assessment - gathering and synthesizing numerous sources of information for the purpose of
describing or making decisions about a student.

55. The important steps of achievement test construction are as follows:
Planning the test – Objectives and curriculum analysis
First draft to the test – Item Selection
Tryout of the test – Administration, Scoring , reliability, validity and item
Analysis
Final Drafting – Administration, Application
Standardization – Norms, interpretation etc.

56.  General achievement
batteries.
 California achievement
batteries.
 LOWA tests of basic skills.
 Metropolitan achievement
test.
 S.R.A achievement series.
 Sequential test of
educational progress.
 Specific achievement tests.
 Mathematics tests.
- Readiness test
- diagnostic tests.
 Reading tests.
- Reading readiness , survey
and diagnostic test.
 Vocational achievement
tests.
- S.R.A test of educational
ability for elementary stage
.

57.  STATEMENT OF PROBLEM
 “EFFECT OF MULTIMEDIA ON
ACHIEVEMENT OF BUSINESS STUDIES
AT SENIOR SECONDARY LEVEL.”
 Achievement test for 11th class on Business
study.

58.  Planning of the test:-
 The following preliminary
conditions were set up for
planning of the test.
(a). Purpose of the test
(b). Target population
(c). Types of test items
Preparation of the test:-
Before constructing the
test, the investigator read
thoroughly the textbooks.

59. No. of Ques.
Domain
Multiple
choice
questions
Total
Knowledge (30%) 18(1) 12
Understanding (40%) 24(1) 24
Application (20%) 18(1) 12
Skill (10%) 6(1) 6
Total 60(1) 60
:

60.  The procedure and scoring of the achievement test according to
Kelly criteria.
 Item Difficulty
 Item difficulty may be defined as the proportion of the
examinees that marked the item correctly. Item difficulty is the
percentage of students that correctly answered the item, also
referred to as the p-value. The range is from 0% to 100%, the
higher the value, the easier the item.
 The following formula is used to find difficulty level.
 DL= Ru+Rl/Nu+Nl
 Where,
 DL= Difficulty Level
 Ru = the number students in the upper group who responded
correctly
 Rl = the number students in the lower group who responded
correctly
 Nu= Number of students in the upper group
 Nl= Number of students in the lower group

61. Difficulty level Quality level Recommendation
No. of Item
Below 0.20 Very difficult Discard 1
0.20 to 0.50 Good Retain 4
0.50 to 0.80 Best Retain 48
Above 0.80 Very easy / Poor item Discard 6
In table 3 difficulty value of 60 items of achievement test is shown. From
the table 3 it is clear that 1 item falls below the range of 0.20 and 4 items
falls in the difficulty range of 0.20 to 0.50.48 items are in the range of .50
t0 .80 and these items are considered best items of achievement test.
Only 6 Items are in the range of above 0.80 and considered as very easy
items, so rejected. Out of 60 items, 7 items is rejected.

62. Administration of the draft test on a sample of about 60.
Identification of upper 27% and lower 27% examinees having highest and lowest scores in rank
order respectively on the total test.
Calculation of each item, of the proportion of the examinees attempting it correctly.
The discrimination index, DI will be given by using above mentioned formula
The DI can be tested for significance by using a critical ration test and items with positive and
significant differences retained.
The value of the discrimination index can range from -1.00 to +1.00.
Items having negative discrimination are rejected. Items having discrimination index above .20
are ordinarily regarded satisfactory for use in most tests of academic achievement (Aggarwal,
1986).

63.  Item discrimination or the discriminating power of a test item
refers to the degree to which success or failure on an item
indicates possession of the ability being measured. It
determines the extent to which the given item discriminates
among examinees in the function or ability measured by the
item. This value ranges between 0.0 and 1.00.
 Discrimination power is estimated using the following formula:
 Discrimination power = RU-RL/NU (or) NL
 Where,
 DP= Discrimination power
 RU = the number students in the upper group who responded
correctly
 RL= the number students in the lower group who responded
correctly
 NU= Number of students in the upper group
 NL= Number of students in the lower group

64. Discrimination
level
Quality Recommendati
on
No. of items
Above 0.40 Excellent Retain 22
0.30 to 0.39 Good Scope of
improvement
13
0.20 to 0.29 Mediocre Need to review 22
Below 0.20 Poor Discard 1
Negative value Worst Definitely
discard
2

65. In table discrimination power of 60 items of
achievement test is shown. 2items fall in the
discrimination range of negative value and
considered as poor items, so rejected. 1 items falls
in the range of below 0.20, so it is rejected. 22 items
falls in the range of 0.20-0.29 are considered as
mediocre items. 13 items are in the discrimination
range of 0.30 to 0.39 are considered as good items
and above .40 are considered as excellent items.
After 50 items are left.

66.  Reliability of the test:-
 Reliability is an important factor for a test. The Reliability
of the present test was found by test-retest method (10
days).
 Validity of the test:-
 Validity can be estimated under content validity, criterion
related validity and content validity. The purpose of the
present research study and the nature of test restricted the
use of very exhaustive statistical techniques to validate the
achievement test in Business study. Therefore, in the
present study content validity was established by giving
the final draft of the test along with the scoring key to five
teachers teaching Business study. As the five judges
agreed on their judgment therefore this shows that test is
having content validity.

68.  The word aptitude has been derived
from Latin word ‘Aptus’ which means
‘Fitted for’.
 An aptitude is a unique combination
of abilities and personal
characteristics which predisposes a
person to do one kind of work better
than another and increases his
chance of success at it.
 Aptitude looks to the future and on
the basis of the habits, skills and
abilities that an individual now has,
predicts what he with training may
become .

69. Interest Ability Aptitude

70.  Blam and Balinsky, “ Aptitudes includes
intelligence, interests, personality and the
influence of environment through learning
and training”.
 Skinner’s view, “Aptitudes are special skills,
knowledge, and interests. Aptitude test
attempt to measure the potential of these
special abilities”.

71. Specificity.
Unitary composition.
Facilitation of learning activity or type of activity.
Constancy.

72. Measure the capability for a relatively specific
task or type of skill; aptitude tests are, in
effect, a narrow form of ability testing.
Aptitude tests are often used to predict
success in an occupation, training course, or
educational endeavor, such as SAT.
Assess talent for specific kinds of learning.
(clerical speed, mechanical reasoning, etc.)

73.  Hull‘, “ An aptitude test is a test designed to
discover what potentiality a given person has
for learning some particular vocation or
acquiring some particular skill”.
 Prem pasricha, “ Aptitude test are expected
to measure the potential for specific abilities
and skills such as music, graphical arts,
medicine, law, engineering, teaching etc.”

74. Art aptitude
test.
Clerical
aptitude
test.
Manual
aptitude
test.
Mechanical
aptitude
test.
Medical
aptitude
test.
Musical
aptitude
test.
Scholarly
aptitude
test.

75.  These tests are helpful in
giving educational and
vocational guidance to
students.
 Froehick and Benson
said that we can use the
results of scholastic
aptitude tests in
counselling students
regarding vocational
opportunities.

76. School marks and scholastic aptitude.
Occupation of parents and scholastic aptitude.
Teacher’s observation and scholastic aptitude:-
Rapidity and accuracy in reading.
Ability in attaching new problems.
Large vocabulary.
Eagerness to answer questions.
Rapidity in comprehending material of study.

77.  The battery contains tests
designed to measure a
person’s relative aptitude or
ability in the areas of :-
1) Verbal facility.
2) Linguistic ability.
3) Verbal reasoning.
4) Quantitative reasoning.
5) Mathematical aptitude.

78. 6) Spatial visualising.
7) Mechanical ingenuity.
On the basis of these aptitude tests, students
are admitted to courses like social science,
pure sciences and mathematics.

79. Selections of
Courses
Selection of
pupils to school
Classification of
pupils
Deduction of
various type of
pupils
Award of
scholarships
Promotion of
pupils
Assessment of
teacher’s work
Evaluation of
methods
Educational
guidance
Uses in
Vocational
guidance
For Army and
Civil services
Uses in
Research
Uses in Industry
Uses in study of
National and
Racial
differences
Diagnosis of
problems and
remedy
Prediction of
Future Success

80.  Pathak, R.P (2012). Measurment and Evaluation In
Education. Noida: Dorling Kindersley.
 Kochaar, S.K (2009). Guidance and Counselling in
Colleges and Universities. New Delhi: Sterling Publishers
Pvt. Ltd.
 Aggrawal, J.C (2011). Educational, Vocational Guidance
and Counselling. New Delhi: Doaba House.
 Dr. Walia J.S. (2010) Foundations of Educational
Psychology, N.N 11, Gopal Nagar Jalandhar city Punjab
 Mangal S.K (2007) Educational Psychology, Prakash Book
Depot Ludhiana
 Dr. Pandaya K.P(1983), Advanced Educational
Psychology for Teachers, Amitash Prakashan Ghaziabad
Delhi