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COUNSELLING
Department of Education
Hazara University Mansehra, Pakistan
June 2019
Contents
DIFFERENT TYPE OF TEST FOR THE PURPOSE OF COUNSELLING......................... 361
Different type of test for the purpose of counselling .................................................................. 363
Test ............................................................................................................................................. 363
USE OF PSYCHOLOGICAL TESTS ........................................................................................ 363
Counsellor’s Use of Psychological Tests ..................................................................................... 364
Test Techniques .......................................................................................................................... 364
Types of Tests used in Guidance and Counseling ...................................................................... 365
Role of Testing Techniques in Guidance and Counselling ......................................................... 365
Limitations of Testing ................................................................................................................. 365
Intelligence Test ............................................................................................................................ 366
Uses of Intelligence Tests for Guidance and Counselling .......................................................... 367
Personality Tests ........................................................................................................................... 368
Used of Personality Testing ............................................................................................................ 368
Techniques of Testing personality ............................................................................................... 368
Difficulties in Personality Testing................................................................................................ 371
Aptitude Tests ............................................................................................................................... 372
Defining Aptitude ........................................................................................................................... 372
Assumptions regarding Concept of Aptitude ............................................................................. 372
Nature of Aptitudes ...................................................................................................................... 372
Specific Areas of Aptitude Tests .................................................................................................. 373
Use of Aptitude Tests in Guidance .............................................................................................. 373
Types of aptitude test ...................................................................................................................... 373
Single Aptitude Tests .................................................................................................................. 373
Sample Aptitude Test.................................................................................................................. 374
Caution in the use of Aptitude Test Data: .................................................................................. 374
Achievement Tests: ....................................................................................................................... 375
INTEREST TEST ......................................................................................................................... 378
Purpose of Interest Test .............................................................................................................. 378
Cautions on the use of Interest inventories ................................................................................. 378
Conclusion ...................................................................................................................................... 379
Different type of test for the purpose of counselling
The aim of guidance and counseling is to help the individual. It can be done by understanding him.
We cannot understand a person unless, we know him. Therefore, the first thing guidance workers
must do is to get to know the individual. If he has reliable, accurate, significant, and comprehensive
information regarding the individual, he can understand him better and guide him effectively. The
better the exploration of the individual, the more effective the guidance, and complete exploration
of the individual may be achieved by various testing and non-testing devices.
Test
the main function of tests is to collect reliable data about the individual for making decisions about
his educational, vocational or personal plan in his life.
It is a set of tasks or questions intended to elicit types of behavior when presented under
standardized conditions. This means that testing is the act of asking an individual a set of questions
to obtain a score. The score thus obtained is the end-product of testing, and yields information
needed when deciding.
using scores from a test, a counsellor can form an image or model of the client with whom he/she
deals. The image thus formed is a set of hypotheses about a person, and his/her potential.
It is obvious that a psychological test is the quantitative measurement of the various aspects of
behavior of the individual for making generalized statements about the total performance and
behavior.
A good psychological test must possess the following essential characteristics: –
Validity
Reliability
Objectivity
Standardization
Norms
Simplicity
Economy
Interesting
Test Techniques
The testing service has specific purposes and aims which it wants to achieve by using standardized
tests. A few of the main purposes are enumerated below: -
1. To determine the individual pupil’s achievement level and progress
2. To obtain data for diagnostic purposes
3. To know his aptitudes
4. To provide for the identification
5. To improve instruction
6. To determine his existing self-concept, attitudes, and personality pattern
7. To ascertain social adjustment
8. To identify under-achievers and over-achievers
Types of Tests used in Guidance and Counseling
The psychological characteristics that an individual possesses may be divided into five broad
categories, each one of which is measurable by a test or a set of tests. We have thus to use these
five types of test.
(1) Tests of Intelligence
(2) Test of abilities
(3) Tests of interests
(4) Tests of personality, and
(5) Tests of achievement
Limitations of Testing
(i) Indifference, in attention, low commitment and generally low motivation of the individuals
tend to invalidate the test results
(ii) Relative narrowness of the traits measured by the tests
(iii) Low validity and reliability for some pupils.
(iv) The unavailability of local norms
(v) Heavy weighting of vertical ability in many tests
(vi) Undue influence of socio-cultural conditions or environment conditions upon test results
(vii) Failure to follow the directions of the tester
Intelligence Test
Intelligence, the dictionary says, is: “the capacity to acquire and apply knowledge.”
D.WeschIer has given comprehensive definition. According to him “Intelligence is the aggregate
or global capacity of the individual to act purposefully, to think rationally and to deal with his
environment effectively.”
Intelligence has been one of the most popular psychological terms used in identifying individual
differences. It has helped to explain that people differ from each other in their ability to understand
complex ideas or to learn from experience. Howard Gardener ‘s theory of multiple intelligences
puts forth that intelligence is not a single entity and there exists multiple intelligences, each
distinct from others. According to him, there are nine distinct intelligences that are independent of
each other. These several types of intelligences interact and work together to provide a solution of a
problem. The nine types of intelligences proposed by Gardener are briefly discussed below.
1. Linguistic Intelligence: The capacity to use language fluently and flexibly, to express one
‘s thinking and understanding others. Used in reading a book, writing a paper, a novel, or a poem;
and understanding spoken words. Poets and writers exhibit this ability.
2. Logical Mathematical Intelligence: Thinking logically, critically, using abstract reasoning
to manipulate symbols and solve mathematical problems.
3. Spatial Intelligence: Abilities involved in forming, using, and transforming mental images.
Used in getting from one place to another, in reading a map, and is packing suitcase in the trunk of
a car so that they all fit into a compact space. Pilots, sailors, interior decorators, surgeons, fashion
designers generally exhibit this ability.
4. Musical Intelligence: Capacity to produce, create and manipulate musical patterns. Used in
singing a song, composing a sonata, playing a trumpet, or even appreciating the structure of a piece
of music.
5. Bodily-Kinesthetic Intelligence: Ability to use one ‘s body and muscle structure in a
coordinated planned way. Used in dancing, playing basketball, running a mile, or throwing a
javeline. Athletes, dancers, actors, gymnasts, sports person, surgeon exhibit this more than others.
6. Interpersonal Intelligence: Used in relating to other people, such as when we try to
understand another person ‘s behavior, motives or emotions, counselors, psychologists, politicians,
social workers, religious leaders are shown to be high on this ability.
7. Intrapersonal Intelligence: Knowledge of one ‘s internal strengths and limitations and using
that knowledge to relate to others.
8. Naturalistic Intelligence: Complete awareness to our relationship with the natural world,
useful in recognizing the beauty of distinct species of flora and fauna and making a distinction in
the natural world.
9. Existential Intelligence : Can be defined as the ability to be sensitive to, or have the
capacity for, conceptualizing or tackling deeper or larger questions about human existence, such as
the meaning of life, why are we born, why do you die, what is consciousness or how did we get
here.
The multiple intelligences approach focuses on ways in which people can be intelligent.
As the meaning of intelligence differs from one culture to another there is a need to understand the
cultural context for measuring intelligence. Even though tests of intelligence assist counselors and
other personnel in providing a view of the client’s abilities, the scores of these tests need to be used
with caution.
4. Checklists
In a checklist the subject must check items which are applicable to him Given below are some
Checklists:
(i) Student’s Problem Checklist
(ii) Money Problem Checklist
5. Rating Scales
Rating is a sample of the ‘reputation’ of the subject in the eyes of the raters - counsellors, teachers,
parents, or others. A rater can record judgements of another person or of himself upon the traits
defined by the scale by a device. It is usually being based on a scale of 0-5 or extremely poor to
excellent. It covers a much wider range of more natural behavior than any practicable battery of
personality tests. It has a great advantage of being applicable without taking up the time of the
subjects, even without their knowing anything about it. A number of rating techniques are available
Projective Techniques
Projective techniques enable a subject to project his internal feelings- attitudes, needs, values, or
wishes to an external object. They aim at getting at the core rather than the circumference of the
personality structure, are concerned with complex mental processes, and portray the complete
personality.
The following are some of the major projective techniques:
1. Free word association
2. Word Connection
3. Completion Test
4. Rozenweig picture-frustration study
5. Drawing Painting and Sculpture
6. Play
7. Rorschach Ink-blot test
8. Thematic Apperception Test (TAT)
9. The Children Apperception Test (CAT)
8. Anecdotal Records
This is also a promising approach to the investigation of pupil personality. Anecdotal record is a
description of the student’s conduct and personality in terms of frequent, brief, concrete
observations of the student made and recorded by the teacher, counsellor, or administrator. If these
observations are summarized chronologically, a fair account of the personality of the student can be
built up. It gives a dynamic picture of the student in diverse situations and thus is a good device for
the assessment of personality.
9. Autobiography
It is a personal and comprehensive document of an individual, which can prove useful in obtaining
information about his personality dynamics. This device can be used more for gaining
understanding of a student’s ‘inner world ‘than for ascertaining the facts regarding the ‘outer world.
A proper interpretation of autobiography, thus, will give an insight into the personality of the
individual.
Aptitude is thought of as a natural tendency, special ability, or capacity or cluster of abilities. Often
these natural abilities are looked at in relationship to a person’s readiness to learn or their suitability
for a career. For example, to be successful architect, one most possess the cluster of abilities such
as a keen sense of observation, a sense of aesthetic visual memory, abstract reasoning, and an
ability to sketch free hand. So, aptitude may be defined as a trait that characterizes an
individual’s ability to perform in an area or to acquire the learning necessary for
performance in each area. It presumes an inherent or native ability that can be developed to
its maximum through learning or other experiences. However, it cannot be expanded beyond a
certain point, even by learning. an aptitude test measures the potential of one to achieve in a given
activity or to learn to achieve in that activity.
Defining Aptitude
Bingham states that the concept of aptitude rests upon three assumptions:
1) An individual’s potentialities are not equally strong
2) Individuals differ from one another in their potentialities
3) Many of these differences are stable
Nature of Aptitudes
Among the tests available, the following category of tests is often used:
1. Art Aptitude Test
2. Clerical Aptitude Test
3. Manual Aptitude Test
4. Mechanical Aptitude Test
5. Medical Aptitude Test
6. Musical Aptitude Test
7. Scholarly Aptitude Test
8. Scientific Aptitude Test
9. Teachers Aptitude Test
It is important that counselors select and use aptitude tests carefully, keeping in
view the student’s/client’s needs. If aptitude test data must be used, it should be used along
with previous achievement data, present interests, leisure time activities and work habits
etc. to guide the students into various occupational possibilities.
The aptitude test samples certain abilities of the individual and helps to find what
he/she can do now and how well it can be done further. Based on present performance,
estimate of his/her future achievement is inferred which is in terms of probability only.
It may also be kept in mind that aptitude tests score only provide leads or
suggestions or to help in career planning and do not automatically match individuals to
suitable courses or studies, and occupations. These are factors like willingness, hard work,
that contribute to or one has success in a career which are not measured by aptitude tests.
Achievement Tests:
Achievement tests of both kinds i.e. standardized and teacher –made tests are based on the content
taught and are considered valid. These are used to assess the level of overall proficiency to meet the
entry requirements to certain/ programme’s or the proficiency in a particular subject. The informal
classroom achievement test is suited to a select performance of a group of students. It is flexible and
accommodates testing students on a local curriculum. The two types of tests can be used in a
complementary manner
INTEREST TEST
Your interests can tell you more on who you are and what suits you. They provide
information necessary for making the right career choice. Obviously, your interests indicate
what you like and what occupations interest you. If the profession you choose connects with
these interests, you will find a lot more pleasure in your work.
Interests tests help you define your interests and determine what you like most. This could help you
when making a career choice.
In order to help students, make vocational and & educational choices, the counselor
needs to know his/her interest in activities. The study of interest would help you as counselor
to better understand the students in terms of his/her likes and dislikes. In this
section, you will learn about the concept of interest and its assessment.
You might have observed in your class that some students show more inclination to mathematics,
while others in computers, some in literary activities, in paining etc. Interest is an expression of our
likes and dislikes or our attractions or aversions. An individual chooses the most acceptable, suitable
alternative out of many, go after preferred objectives, activities etc. and consequently desires
satisfaction, success, and happiness out of the activities selected. It is because of his or her natural
liking for these activities over others. Interest refers to activities that on individual likes to engage in
enjoys.
Conclusion
There are two types of techniques for collecting information about the individual. These are testing
and non-testing devices or we may call them as standardized and non-standardized tests. It should be
kept in view that the techniques and tests are merely means of collecting information and no guidance
worker should neglect the human factor that is the individual under study. Techniques and tests
merely provide the data and information. Interpretation of the data and information needs insight, in
this lesson we have discussed that the job of counsellor is to use the various types of psychological
tests to secure accurate and reliable information about students. These tests are intelligence,
achievement, personality, aptitude, attitude, and interest etc. The usefulness of psychological tests
depends upon their proper use. Only those tests should be selected for use, which are valid, reliable,
accurate, practical, and standardized. They should be not very lengthy, time consuming and costly.
The administration of psychological tests requires careful planning and preparation. Instructions
should be thoroughly studied. Test material should be adequate and in fit condition. Procedure should
be rehearsed. For Scoring, the manual of the test should be followed and interpreted accordingly
Psychological test is an objective and standardized measure of a sample of behavior. Tests are used
for selection, classification, diagnosis, and prediction.
School counselors, teachers and administrators use test data for different purposes.
Counselors need to develop skills in test administration, scoring, interpretation of test results, and
communicating results to their clients. General considerations for counselors in the appraisal process
relate to being in good psychological health, developing sensitivity for the client, showing open
mindedness, respecting the client, having attentiveness, and showing empathy towards the client.
Tests and testing have been criticized because of their misuse and issues like labeling, inaccuracy,
culture bias, invading privacy, encouraging competition. There is a need for standardization of all
procedures and scoring of psychological tests for accuracy in results. Counselors need to take cautions
in using psychological tests like interest inventories, aptitude tests, achievement tests, intelligence
tests, attitude scale, personality tests.