M.Ed Guidance & Counselling II Topic-administration ofPsychological testing- Introduction to Psychological Testing NVTI BMCT Interest Inventory Adjustment Inventory CLAT Benefits of Psychological Testings

1. Psychological Testing
Introduction and administration

2. • Introduction to Psychological Testing
• NVTI
• BMCT
• Interest Inventory
• Adjustment Inventory
• CLAT
• Benefits of Psychological Testings

3. Meaning of psychological testing/ assessment
• A psychological testing/ assessment is
• the attempt of a skilled professional, usually a psychologist/ trained
counsellor,
• to use the techniques and tools of psychology to learn either general
or specific facts about another person,
• either to inform others of how they function now,
• or to predict their behavior and functioning in the future.

4. Features of psychological testing/ assessment
• Frequently uses tests
• Involves defined procedures or steps
• Leads to redefining the problem, breaking
the problem down into smaller pieces, or
highlighting some part(s) of the problem
• Requires the counsellor to consider,
evaluate, and integrate the data
• Is less routine and inflexible, more
individualized.

5. NVTI or Non-Verbal test of Intelligence
• NVTI or Non-Verbal test of Intelligence is
• an intelligence test that
measures nonverbal reasoning.
• The purpose of this test is to isolate and
assess a student's visual learning skills.
• In this test, tasks are designed to
remove verbal intelligence from the
assessment of a student's reasoning
abilities.

6. Why Nonverbal Tests Are Needed:
• In general, nonverbal assessments attempt to remove language
barriers in the estimation of a student's intellectual aptitude.
• This is especially helpful in assessing students without speech or who
have limited language ability,
• those with deafness or who are hard of hearing,
• and those with English language limitations.

7. Structure of NVTI
• The NVTI employs eight common, fairly
universal gestures to communicate to the
examinee (e.g., pointing to stimuli to be
attended to; raising hands and shrugging
shoulders to indicate a solution is sought).
• The NVTI requires approximately 30 to 45
minutes to administer, and yields a
comprehensive Full Scale IQ, as well as
subscale and subtest standard scores.
• Of the six NVTI subtests, three assess short
term memory and three assess reasoning

8. What is measured in NVTI
• Nonverbal Intelligence Tests measures
several types of nonverbal reasoning skills.
• Through pictures and pointing responses,
students solve problems using analogies,
classification skills and logical sequences.
• Analogies assesses the student's ability to
recognize common features between unlike
objects.
• Categorization tasks require students to
identify common attributes for sorting
pictured objects.

9. Bennett Mechanical Comprehension Test
(BMCT)
• Bennett Mechanical Comprehension Test (BMCT) is used to
determine the student’s aptitude for learning mechanical skills and
the ability to apply them in real life situations. It measures a complex
set of abilities.
• Mechanical knowledge
• Spatial intelligence
• Mechanical reasoning
• BMCT was designed and adopted by the United States military in
1940. Its parameters for mechanical reasoning were redefined in
1990s.

10. A professional Bennett Mechanical Comprehension test contains
categories of the 135 questions into 18 content areas.
• Acoustics -3 questions
• Inertia – 5
• Belt Drive - 2
• Levers – 8
• Center of Gravity – 7
• Optics – 6
• Centrifugal Force – 5
• Planes and Slopes – 2
• Electricity – 6
• Pulley Systems – 10
• Gears - 10
• Resolution of Forces – 6
• Gravity and Velocity – 9
• Shape and Volume - 7
• Heat- 8
• Structures – 12
• Hydraulics – 16
• Miscellaneous – 14

11. Structure of Bennett Mechanical Aptitude Test
• It is comprised of two alternative forms (Form S and Form T).
• Each form has 68 questions and can be solved within 30 minutes.
• It is a written test to be taken with pencil on paper or mouse on computer.
• The questionnaire is filled with a number of small puzzles and mechanical
quizzes.
• Questions are based daily life mechanical tools and equipment such as
pulleys, livers, shafts etc.
• Simple questions about dynamics, heat flow, electricity and other basic
physical issues.
• Student is required to answer the questions by applying mechanical
reasoning.

12. Score Interpretation and Reliability
• The Bennett Mechanical Test is reported to have high level of
reliability.
• Testing industry, the psychologists and potential employers give solid
weightage to the results and predictions of the Bennett test.
• For jobs requiring multiple aptitudes, the BMCT is most effective
when used in combination with other tests.

13. Interest Inventory:
• An interest inventory is a testing instrument designed for
the purpose of measuring and evaluating the level of an
individual's interest in, or preference for, a variety of
activities; also known as interest test.
• Testing methods include direct observation of behavior,
ability tests, and self-reporting inventories of interest in
educational, social, recreational, and vocational activities.
• The activities are related to occupational areas, and help
give vocational guidance.
• The first widely used interest inventory was the Strong
Vocational Interest Blank, developed in 1927 by E.K. Strong.

14. Strong-Campbell Interest Inventory
• In 1974 the Strong test was merged into the Strong-
Campbell Interest Inventory, which was further revised in
1981.
• The test contains 325 activities, subjects, etc.
• Takers of this test are asked whether they like, dislike, or are
indifferent to 325 items representing a wide variety of
school subjects, occupations, activities, and types of people.
• They are also asked to choose their favorite among pairs of
activities and indicate which of 14 selected characteristics
apply to them.
• Examinees are also scored on six "general occupational
themes" derived from J.L. Holland's interest classification
scheme (realistic, investigative, artistic, social, enterprising,
and conventional).

15. Kuder Preference Record,
• The other most commonly administered interest inventory is the
Kuder Preference Record, originally developed in 1939.
• The Kuder Preference Record contains 168 items, each of which lists
three broad choices concerning occupational interests, from which
the individual selects the one that is most preferred.
• The test is scored on 10 interest scales consisting of items having a
high degree of correlation with each other.
• A typical score profile will have high and low scores on one or more of
the scales and average scores on the rest.

16. Other interest inventories
• Other interest inventories include the Guilford-Zimmerman Interest
Inventory, the G-S-Z Interest Survey, the California Occupational
Preference Survey, the Jackson Vocational Interest Survey, and the
Ohio Vocational Interest Survey.
• There are also inventories designed especially for children, for the
disabled, and for those interested in the skilled trades.

17. USE of Interest Inventory
• Interest inventories are widely used in vocational counseling, both
with adolescents and adults.
• Since these tests measure only interest and not ability, their value as
predictors of occupational success, while significant, is limited.
• They are especially useful in helping high school and college students
become familiar with career options and aware of their vocational
interests.
• Interest inventories are also used in employee selection and
classification.

18. Adjustment Inventory:
• Adjustment Inventory is a psychological
test often in the form of a
questionnaire
• utilized to evaluate someone's
sentiment
• or their level of social adjustment in
contrast with their peers, family
members, friends.

19. The Weinberger Adjustment Inventory (WAI)
• The Weinberger Adjustment Inventory (WAI; Weinberger & Schwartz,
1990) is an assessment of an individual's social-emotional adjustment
within the context of external constraints.
• There are 4 subscales:
• Impulse control (e.g., "I say the first thing that comes into my mind without
thinking enough about it".),
• Suppression of aggression (e.g. "People who get me angry better watch
out".),
• Consideration of others ( e.g., "Doing things to help other people is more
important to me than almost anything else".)
• Temperance.
• There are a total of 23 items in the WAI.

20. Adjustment Inventory by Hugh M Bell
• Adjustment Inventory by Hugh M Bell provides four separate measure for
personal and social adjustment.
• Home Adjustment: A high score on this shows an unsatisfactory home
adjustment to home surroundings, while low score shows satisfactory
home adjustment.
• Health Adjustment: A high score on this shows an unsatisfactory health
adjustment while low score shows satisfactory health adjustment.
• Social Adjustment: High score shows respondent to be submissive and
retiring, while low scorers are aggressive in social context.
• Emotional Adjustment: High scorers tend to be emotionally unstable,
while low scorers tend to be emotionally stable.

21. Key features of the Hugh Bell Adjustment Test:
• Suitable for both sexes for school and college students
• High reliability of scores makes possible the comparison between
two individuals
• Use of small letters a, b, c and d for the four different adjustments
helps counselor to relate particular question to each measure.
• Inventory can be done by individual itself, but counselor should read
instructions to the person before the text is conducted
• There is no time limit, but normally it is completed with 25 minutes.

22. CLAT- Conceptual Level Analogy Test:
• Concept Formation is an important
part of Cognition
• enabling students to integrate
multiple ideas and facts and
reduces the burden on memory
and attention to detail.
• Concepts are groupings of facts,
attributes, steps in a process, or
ideas that commonly go together

23. • There are several types of concepts
• Concrete concepts - can be seen, touched, heard, or felt
• Abstract concepts - no actual sensory characteristics (Example:
concept of due process in government)
• Verbal concepts - most often thought about with language
(Example: concept of "democracy")
• Nonverbal concepts - lend themselves to visualization
(Example: concepts of proportion)
• Process concepts - describe a mechanism or phenomenon in
which critical features of the concept are actually steps in a
process (Example: concept of internal combustion)

24. • How is CLAT conducted?
• Conceptual Level Analogy is based on identity of relation between any two
ordered pairs.
• For example, "Hand is to palm as foot is to ____?" These questions were
usually given in the Aristotelian format:
• HAND : PALM : : FOOT : ____
• Those competent in English language will immediately give the right answer
to the analogy question (sole).
• But for those with low English Language proficiency, it is more difficult to
identify and describe the exact relation that holds both between hand and
palm, and between foot and sole.
• Thus CLAT uses Analogy to result in abstraction, each of which are different
cognitive processes, and analogy is often an easier one.
• Now a days, CLAT is conducted via a computer algorithm used to deduce
human-level performance on multiple-choice analogy questions from the SAT
test.

25. Benefits of CLAT
• Chronic tenuosity (partial grasp)- children may proceed through
their education with only minimal grasp of concepts
• Overreliance on rote memory (echoic grasp) - students may
seek to compensate for their dysfunctions by deploying
memorizations and imitation as substitutes for understanding
• Poor conceptual comprehension monitoring - students may fail
to understand that they don't understand concepts
• Problems with verbal concepts - students have difficulty with
highly verbal concepts

26. • Problems with nonverbal concepts - students have difficulty
with concepts that need to be thought about without much
infusion of language
• Trouble with processing concepts - problems linking a
sequence of steps to a process and an outcome
• Content-specific conceptual difficulties and strengths - trouble
forming concepts only within a circumscribed content area
• Trouble communicating concepts (re-synthetic) difficulty
explaining the concepts in their own words
• Excessively concrete conceptualization - difficulty rising above
the level of concrete concept formation

27. Benefits of Psychological Testing in various
fields
• Incase of Lower school students, it helps in understanding the root cause of a
difficulty faced by a student, so that the teacher can plan the best possible
support in the classroom. E.g for a student with Attention Deficit Syndrome,
teacher can plan activity based learning
• Incase of disorders like dyslexia, dyscalculia etc. Examination Boards grant
certain compensations like extra time, use of calculator, no negative marks in
case spelling mistakes. The Psychological test are a valid evidence of such
difficulties, which helps students score better and also suggest occupational
therapy to over come them

28. • Provides a detailed snapshot of academic
and psychological strengths and weaknesses.
• Standardized tests like BMCT and CLAT help
in employee recruitment, such that right
candidate is appointed for particular job
• Tests like NVTI, Interest Inventory and
Adjustment Inventory help create pro-active
teams to increase overall productivity of the
organization.

29. Thank You