SEMINAR PRESENTATIONON

STANDARDIZED TOOLSPRESENTATION BYKANTEKAR SEEMA

M.S.C.NURSING FIRST YEAR

SUB TOPICS

• Test of Intelligence,aptitude,interest,personality

• Achievement test

• Test for special mental and physical abilities and disabilities

• Socio- economic statues scale.

OBJECTIVES

• At the end of the seminar the students are able to—• Select test for intelligence, of various age group.• Find a test suitable for your requirement.• Administer the test and understand your

responsibility.• Discuss the growth of intelligence, measurement of

intelligence and special ability of intelligence tests.• What are personality tests and their types.• Discuss Interest and personality assessment.• Discuss about the achievement test.• State the socio-economic status scale.

Focal areas and scope of educational psychology

• There are five major areas covered by educational psychology

• Learner

• The learning process

• The learning situation

• The teaching situation

• Evaluation of learning performance

SCOPE• Educational psychology helps the teacher

in the realization of the aims of education.

• The knowledge about the learner is as necessary as that of the subject.

• Psychology tests the aims of education.

• The teaching situation.

• Evaluation of learning performance.

INTELLIGENCE AND INTELLIGENCE TESTS

• Intelligence means the manner with which an individual deals with facts and situations.

• Intelligence is the aggregate or the global capacity of the individual to act purposefully to think rationally and to deal effectively with the environment.

DEFINITION OF INTELLIGENCE

• Intelligence is the global capacity of an individual to act purposefully to think rationally and to deal effectively with her environment.

FOUR FOLD CLASSIFICATION OF DEFINITION OF

INTELLIGENCE• The first group of definition places the

emphasis upon the adjustment and adaptation of the individual to his total environment or to its limited aspects. According to this group intelligence is general mental adaptability to new problems and to new situations of life.

• The second group of definition of intelligence stresses the ability to learn.

• The more intelligent a person, the more readily and extensively she is able to learn and enlarge his field of activity and experience.

• The third group of definition maintains that intelligence is the ability to carry an abstract thinking.

• This implies the effective use of ideas and efficiency in dealing with symbols specially numerical and verbal symbols.

The fourth category refers to the operational definition

ABILITY TO ADJUST

Burt 1949 ‘ It is the power of redjustment to relatively novel situations by organising new psycho-physical coordination.

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 the learning ability.

• Woodraw– It is the capacity to acquire

ABILITY TO DO ABSTRACT REASONING

• E.L. Thorndike 1931- we may define intelligence in general as the power of a good responses from the point of view of truth or fact.

• P.E.Vernor—All round thinking capacity or mental efficiency.

NATURE OF INTELLIGENCE

• Two factor theory [Speaman]

• Multi factor theories [Thrustone and Guilford]

• Process oriented theories

• Information processing theories

• Other thories.

THREE BROAD AREAS OF INTELLIGENT BEHAVOUR

• Abstract intelligence – He defined this as the ability to understand and manage ideas and symbols such as words,numbers,chemicals or physical formulas,legal decisions.

• Mechanical intelligence– this includes the ability to clean to understand and manage things and mechanisms such as knife, a gun,a moving machine and autombile.

• Social intelligence—this is the ability to understand and manage men and women boys and girls to act wisely in human relations.

CHIEF CHARACTERISTICS ABOUT INTELLIGENCE

• Inherited intelligence.

• Intelligence and influence of enviromental factors.

• Intelligence ,adjustement and inventions

• Distribution of intelligence.

• Intelligence and sex differences.

GROWTH OF INTELLIGENCE

• Intelligence test scores provide mental age level.If the child has an average mental age, then a corelation of his mental age [M.A] and the chronological age [C.A.] will form a straight line. In case the individuals mental age [M.A] is higher then the chronological age [C.A.] then the curve will be 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 this

test are-• Number facility• Verbal comprehension• Spatial perception• Word fluency• Reasoning• Rote memory

DIFFERENTIAL APTITUDE TEST BATTERY

• Verbal reasoning

• Numerical ability

• Abstract reasoning

• Space relations

• Mechanical reasoning

• Clerical speed and accuracy

• Language usage

GENERAL APTITUDE TEST BATTERY

• 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 THE INTELLIGENCE TESTS

• To measure intelligence which itself is not a clear conception.

• Intelligence is not the only factor which plays a significant role in the success or failure of a man.

• Intelligence tests fail to take into account the environmental factors.

INTEREST

• Interest means to be curious or concerned about something and is more like a personal feeling.

• Interest is more difficult to measure then intelligence or aptitude,but tests can do this.

• By answering certain questions and looking at the total answers objectively you can become more aware of where your main interest are.

• Interest grows with knowledge.

PERSONALITY TESTS

• Personality tests are commonly in day to day psychometric testing.

• These are classified into five types.

1.Assess specific traits.

2.Evaluate adjustment to different situation

3.Classify into personality disorders

4.Screen persons into two.

5.Evaluate interest, values and attitudes.

PERSONALITY ASSESSMENT

• Assessing means to measure or to evaluate.

• The most common methods of assessing personality are ---

• Observation

• Questionnaires

• Projective

OBSERVATION

• It is possible to evaluate personality traits by direct observation of a person.

INTERVIEW

• Interviews are used to evaluate a persons personality for the purpose of employment and for education as well as for identifying personality traits and disturbances for any other reasons.

QUESTIONNAIRES

• Questionnaires are written tests in which people answer questions about themselves.

• This is probably the most common written method to measure personality.

EXAMPLES OF QUESTIONNAIRES

Would you rate your self as a quite person.Do you prefer to work alone rather than with

others

PROJECTIVE TESTS

• Observation,interviews,rating scales questionnaires and personality profiles all help to provide information about what can be seen in a persons behaviour.

• Projective tests focus upon what is inside a person rather then what can be observed.

ACHIEVEMENT TESTS

• These tests asses learners achievement particularly in the cognitive domain.

• In nursing education we use the achievement tests 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 own answers.

• The essay type test may evaluate the knowledge areas alone.

GENERAL PRINCIPALS FOR PREPARING ESSAY TYPE TEST

• No lengthy questions

• Avoid phrases

• Well structured question

• Well worded questions

• Limited choices

• Set the questions as per level of the students

ADVANTAGES OF ESSAY TYPE TEST

• Test the ability to communicate in writing.• Test depth of knowledge and understanding.• Provide an opportunity to the students to

demonstrate her ability for independent thinking.• The student can demonstrate her ability to

organize ideas and express them effectively.• Take comparatively short time for the teacher to

prepare the test.

DISADVANTAGES OF ESSAY TYPE TESTS

• Lack of objectivity

• Cover only a limited field of knowledge in one test.

• Provide negligible feedback

• Take a long time to score

• Present difficulties in obtaining consistent judgement of performance

SHORT ANSWER TYPE TESTS PRINCIPALS

• Use action oriented precise verbs.

• Deal with important content area.

• Question long but answer short.

• Precise,simple and accurate language.

• Provide necessary space for the answers below each question asked.

• Avoid phrases like briefly short notes on etc.

ADVANTAGES OF SHORT ANSWER TYPE

• Easy to score.

• Reliability of score is improved.

• Response is quick.

Disadvantages of short answers type tests

• Difficult to construction of reliable items.

• It is costly to prepare these tests.