SEMINAR PRESENTATIONONSTANDARDIZED TOOLS

PRESENTATION BYKANTESUB TOPICS

Test of Intelligence,aptitude,interest,personality Achievement test Test for special mental and

physicalabilities and disabilities Socio-economic statues scale. OBJECTIVES

At the end of the seminar the students are

ableto² Select test for intelligence, of various agegroup. Find a test suitable for your
requirement. Administer the test and understand your responsibility. Discuss the growth of
intelligence, measurementof intelligence and special ability of intelligencetests. What are personality
tests and their types. Discuss Interest and personaFocal areas and scope of educational psychology

There are five major areas covered byeducational psychology Learner The learning process The
learning situation The teaching situation Evaluation of learning personality assessment.

SCOPE

Educational psychology helps the teacher in the realization of the aims of education. The knowledge
about the learner is asnecessary as that of the subject. Psychology
tests the aims of education. The teaching situation. Evaluation of learning performance.

INTELLIGENCE ANDINTELLIGENCE TESTS

Intelligence means the manner with whichan individual deals with facts andsituations. Intelligence is
the aggregate or the globalcapacity of the individual to actpurposefully to think rationally and to
dealeffectively with the environment.

DEFINITION OF INTELLIGENCE

Intelligence is the global capacity of anindividual to act purposefully to thinkrationally and to deal
effectively with her environment.

FOUR FOLD CLASSIFICATIONOF DEFINITION OFINTELLIGENCE

The first group of definition places theemphasis upon the adjustment andadaptation of the individual
to his totalenvironment or to its limited aspects. According to this group intelligence isgeneral mental
adaptability to newproblems and to new situations of life.

FOUR FOLD CLASSIFICATIONOF DEFINITION OFINTELLIGENCE

The first group of definition places theemphasis upon the adjustment andadaptation of the individual
to his totalenvironment or to its limited aspects. According to this group intelligence isgeneral mental
adaptability to newproblems and to new situations of life.
The second group of definition of intelligence stresses the ability to learn. The more intelligent a
person, the morereadily and extensively she is able to learnand enlarge his field of activity
andexperience.

The third group of definition maintains thatintelligence is the ability to carry anabstract
thinking. This implies the effective use of ideas andefficiency in dealing with symbols speciallynumerical
and verbal symbols.

The fourth category refers to the operational definition ABILITY TO ADJUSTBurt 1949 µ It is the power of
redjustment to relativelynovel situations by organising new psycho-physicalcoordination.Johnson-It
stands for an ability to solve the general run of human problems to adjust too new situations.William
James 1907-It is the ability to adjust oneself successfully to relatively new situations.

ABILITY TO LEARN

Buchinghm 1921-Intelligence is thelearning ability. Woodraw±It is the capacity to acquire

ABILITY TO DO ABSTRACTREASONING

E.L. Thorndike 1931-we may defineintelligence in general as the power of agood responses from the
point of view of truth or fact. P.E.Vernor²All round thinking capacity or mental efficiency.

NATURE OF INTELLIGENCE

Two factor theory [Speaman] Multi factor theories [Thrustone andGuilford] Process oriented
theories Information processing theories Other thories.

THREE BROAD AREAS OFINTELLIGENT BEHAVOUR

Abstract intelligence ±He defined this as the ability tounderstand and manage ideas and symbols such
aswords,numbers,chemicals or physical formulas,legaldecisions. Mechanical intelligence±this includes
the ability to cleanto understand and manage things and mechanisms suchas knife, a gun,a
moving machine and autombile. Social intelligence²this is the ability to understand andmanage men
and women boys and girls to act wisely inhuman relations.

CHIEF CHARACTERISTICS ABOUT INTELLIGENCE

Inherited intelligence. Intelligence and influence of

enviromentalfactors. Intelligence ,adjustement and inventions Distribution of intelligence. Intelligence
and sex differences.

GROWTH OF INTELLIGENCE

Intelligence test scores provide mental agelevel.If the child has an average mentalage, then a
corelation of his mental age[M.A] and the chronological age [C.A.] willform a straight line. In case
the individualsmental age [M.A] is higher then thechronological age [C.A.] then the curve willbe
different.

MEASUREMENT OF INTELLIGENCE

Vocabulary

Verbal analogies

Sentence completion

Arithmetic reasoning

Number series

Picture arrangement

Comprehension

Similarities

General information

Digital span

Digital symbol substitution

Figure analogies

Classification

Multi mental

MEASURING SPECIAL ABILITIES

Primary mental abilities test [P.M.A.test]

The primary abilities as measured by thistest are-

Number facility

Verbal comprehension

Spatial perception

Word fluency

Reasoning

Rote memory
DIFFERENTIAL APTITUDE TESTBATTERY

Verbal reasoning Numerical ability Abstract reasoning Space relations Mechanical reasoning Clerical
speed and accuracy Language usage

GENERAL APTITUDE TESTBATTERY

It consists of 15 tests which cover 9 factors

such as. Intelligence Verbal aptitude Numerical aptitude Spatial aptitude Form perception Clerical
perception Manual dexterity Motor coordination Finger dexterityssssssss

CRITERIA OF A GOOD TEST

Reliability Validity of a test Objectivity Predictability Administrative ease.

USES OF INTELLIGENCE TEST

Selection of students to a school Classification of pupils Detection of superior and

inferior intelligence Selection of suitable occupation Award of scholarship

Determination of the optiumum level of work. Assessment of teachers work. The discovery of unusual
cases Intelligence and success in college Help in diagnosis of backwardness Evaluation of methods and
materials.

LIMITATIONS OF THEINTELLIGENCE TESTS

To measure intelligence which itself is nota clear conception. Intelligence is not the only factor
whichplays a significant role in the success or failure of a man. Intelligence tests fail to take into
accountthe environmental factors.

INTEREST

Interest means to be curious or concernedabout something and is more like a personalfeeling.

Interest is more difficult to measure thenintelligence or aptitude,but tests can do this.

By answering certain questions and lookingat the total answers objectively you canbecome more
aware of where your maininterest are.
Interest grows with knowledge.

PERSONALITY TESTS

Personality tests are commonly in day today psychometric testing. These are classified into five
types.1.Assess specific traits.2.Evaluate adjustment to different situation3.Classify into personality
disorders4.Screen persons into two.5.Evaluate interest, values and attitudes.

PERSONALITY ASSESSMENT

Assessing means to measure or toevaluate. The most common methods of assessingpersonality are ---
Observation Questionnaires Projective

OBSERVATION

It is possible to evaluate personality traitsby direct observation of a person.

INTERVIEW

Interviews are used to evaluate a personspersonality for the purpose of employmentand for education
as well as for identifyingpersonality traits and disturbances for anyother reasons.

QUESTIONNAIRES

Questionnaires are written tests in whichpeople answer questions aboutthemselves. This is probably
the most common writtenmethod to measure personality.

PROJECTIVE TESTS

Observation,interviews,rating scalesquestionnaires and personality profiles allhelp to provide

information about what canbe seen in a persons behaviour. Projective tests focus upon what is insidea
person rather then what can beobserved.

ACHIEVEMENT TESTS

These tests asses learners achievementparticularly in the cognitive domain. In nursing

education we use the achievementtests to assess the students knowledge. Common types of tests are--
- Essay type tests Short answer type tests Objectives type tests Oral tests

ESSAY TYPE TESTS

 Essay type tests consists of questions for which the students prepare her ownanswers. The essay type
test may evaluate theknowledge areas alone.

GENERAL PRINCIPALS FORPREPARING ESSAY TYPE TEST

No lengthy questions Avoid phrases Well structured question Well worded

questions Limited choices Set the questions as per level of thestudents
earning performancelity assessment.