Tests; intelligence,creativity,achievement and aptitude tests

Tests: Intelligence, Creativity, Aptitude and Achievement Test

Submitted To:- Submitted By:-Dr. Hemantlata

Sharma PriyamvadaSubmited To:-Dr. HemantLata Sharma Priyamvada

Content Test Test Design Intelligence Tests Creativity Tests Achievement

Tests Aptitude Tests

Test “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.

Test Design 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

Types of Test

Intelligence Test

Creativity Test

Aptitude Test

Achievement Test

Interest Test

Personality Test

INTELLIGENCE TESTS

IntelligenceAbility 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.”

Characteristics of IntelligenceInnate 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 symbolsThe ability to act purposefully, think rationally, and deal effectively with the environment

Classification of Intelligence Tests

On the basis of administration of TestsIndividual Tests Group Tests

On the basis of form

Verbal Tests Non- verbal and Performance Tests

Intelligence Tests

Individual Tests

Verbal Tests

Non- Verbal Tests

(Performance Tests)

Group Tests

Verbal Tests

Non- Verbal Tests

(Performance Tests)

Intelligence Tests

Intelligence Tests

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.

David Wechsler 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).

The Wechsler TestsDavid 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”).

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.

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.

WAIS-RThe 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

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.

The Normal Distribution

The Verbal Subtests 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.

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.

The Performance Subtests 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.

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.

aCREATIVITY TESTS

Creativity “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

Characteristics of CreativityProcess and

Product Universal Unique

OriginalityNovelty

Flexibility Divergent thinking

Reinterpretation

Nurtured by training

Multiplicity of responses

Source of joy and

satisfactionWide field

Harmony of abnormal and

relevant thinking

Creative personality

Creativity Tests 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.

Test for creativity:- 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.

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.

Types of Creativity tests

Verbal tests Non – verbal tests

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.

Verbal tests:-Consequences

tests.

Unusual tests.

Similarity tests.Product

improvement tests.

New relationship test .

1) Consequences tests:- 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?

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.

2) Unusual uses tests:- 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.

3) New relationship test: - 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.

4) Product improvement test:

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.

Non-verbal tests:- 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.

Types of activity:-Picture

construction activity.

Incomplete figures activity.

Triangles and ellipses

activity.

1) Picture construction activity:-

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.

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.

2) Incomplete figures activity:-

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.

3) Triangles and Ellipses activity:-

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.

Achievement

Test

Achievement

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.

DEFINITIONS

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.”

Achievement Tests 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.

Characteristics of Standardized Achievement Test

Constructed by experts.

Fixed principles.

For different classes and subjects.

A large number of questions.

Uniform directions.

Used on many students.

Publication.

Types of Standardized Achievement Test

Diagnostic Tests

Survey Tests

Criterion-Referenced Tests

Prognostic Tests

Norm-Referenced Test

Key ElementsSurvey 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.

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.

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.

CONSTRUCTION OF ACHIEVEMENT TEST

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.

Some standardized Achievement Tests Batteries 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 .

STATEMENT OF PROBLEM “EFFECT OF MULTIMEDIA ON

ACHIEVEMENT OF BUSINESS STUDIES AT SENIOR SECONDARY LEVEL.”

Achievement test for 11th class on Business study.

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.

blue print of achievement test 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

:

Procedure and scoring:- 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

Table Showing range of difficulty level

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.

The procedure involves the following steps:

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).

Item Discrimination: 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

Table Showing power of discrimination level

Discrimination level

Quality Recommendation

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

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.

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.

Aptitude TestAptitude TestAPTITUDE

TEST

Aptitude :- 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 .

Interest

Ability

Aptitude

Definition:- 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”.

CharacteristicsSpecificity.

Unitary composition.

Facilitation of learning activity or type of activity.

Constancy.

Aptitude Tests

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.)

Aptitude Tests 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.”

Specific areas of aptitude tests:-

Art aptitude test.

Clerical aptitude test.

Manual aptitude test.

Mechanical aptitude test.

Medical aptitude test.

Musical aptitude test.

Scholarly aptitude test.

Scholastic aptitude test:- 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.

How to measure scholastic aptitude:-

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.

The Yale Educational Aptitude Test:-

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.

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.

Uses/ Applications of TestsSelections of Courses

Selection of pupils to school

Classification of pupils

Deduction of various type of

pupilsAward of

scholarshipsPromotion 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

References 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