Table of Contents Contents Psychometric Report Psychological Tests Reports i. Differential Aptitude Test (For Aptitude Testing) a.

Mechanical Reasoning b. Language Usage (Sentence) c. Space Relations d. Clerical Speed and Accuracy e. Numerical Ability f. Abstract Reasoning g. Language Usage (Spelling) h. Verbal Reasoning ii. iii. iv. v. vi. vii. viii. Edwards Personal Preference Schedule English (For Personality Assessment) Edwards Personal Preference Schedule Urdu (For Personality Assessment) Word Association Test (For Personality Assessment) Rotter Incomplete Sentence Blank (For Psychosocial Adjustment) Otis Quick Scoring Mental Ability Test (For Intellectual Functioning) Raven Standard Progressive Matrices (For Intellectual Functioning) Raven Advanced Progressive Matrices (For Intellectual Functioning) 7 11 12 12 12 13 13 14 14 17 25 30 35 41 47 51 Page No 3

Psychometric Report
Miss ABC has been referred for counseling and psychometric profiling. She was born in 1990 in Lahore. She is 20 years old. She hails from an upper middle class family having moderate social, political and religious views. Her family structure is nuclear although her parents come from a joint family system and rural background. Families of both parents are educated and are serving the community except female members who are house wives. Their mother tongue is Urdu. The subject is single, healthy and the only daughter of her parents. Her father is a bank officer on managerial post and mother has remained a house maker right through her marriage. However, she commenced serving a social welfare school as honorary teacher two years back. The subject started her schooling in a private institution situated in her locality. She migrated to Divisional Public School in 6th class and did her matriculation from there with 91% marks scoring A+ grade. She received Intermediate degree in FSc. Pre-Medical from Lahore College for Women University with 81 % marks. Throughout her school life she had been a competent, hardworking and bright student, excluding the initial years up to Grade 2 when she was under the supervision of tuition instructors only and was not taught by her parents. Nevertheless, when her mother happened to teach her, she got the grasp in studies. Her subjects of interest included mathematics and science. She had also been taking part in extracurricular activities since her school and loved to work dedicatedly to the allocated responsibility. However, she met a ghastly car accident when she started her Intermediate Part I, receiving fractures in right elbow, right ankle and scalp laceration resulting in two months of bed inhibition. In response to trauma she could not center her attention on her studies till the following two years. It also brought some changes in her views about self, others and world being neutral or indifferent. Currently she is doing Bs (Hons.) in Psychology from University of the Punjab, Lahore. She is much concerned about her studies and grades. She is

4 performing up to mark in her studies with taking part in departmental extracurricular activities especially those related to management tasks. In childhood she was vey witty and talkative. She was very close to her cousins and paternal and maternal family. But after receiving strong criticism and peculiar responses on being a single child she departed from the social circle. Now, socially she is quite aloof and reserved in making friends and sharing herself with others except two or three very close friends. However, she carries acquaintances consistent with social requirements and being sincere and straight forward. Her proximate social network holds people from her department, university, school friends, and friend of friends, neighbours and relatives. She is very close to her parents and receives their strong moral, social and financial support in almost every aspect of life that is congruent with cultural and moral standards. She is not family oriented with regard to the immediate families of her parents (one of the changes after the accident). Her views and ideas embrace a strong contradiction from that of her paternal and maternal family and cousins. Despite all, this is also worth mentioning that she participates in family and social events. She also shares social responsibilities that are assigned to her as a part of her obligation. Her interests include playing computer games, music, watching TV reality and talk shows, reading novels, cooking and solving puzzles. She is exceptionally concerned about her belongings, takes care of her things and keeps them neat and clean and places them orderly. She also heeds to lead life in an organized and planned way. To discern her aptitude, personality, psychological adjustment and intellectual functioning different tests were administered. They included Differential Aptitude Test (DAT), Edwards Personal Preference Schedule (EPPS), Rotter Incomplete Sentence Blank (RISB), Word Association Test (WAT), Otis Quick Scoring Mental Ability Test, Standard Progressive Matrices (SPM) and Advanced Progressive Matrices (APM). Differential Aptitude Test (DAT) was administered to find out subjects aptitude. Subject scored an upper range on Mechanical Reasoning Test and Sentence (Language Usage) and fell in the middle range on Space Relations, Clerical Speed and Accuracy, Numerical Ability and Abstract Reasoning Test. However, extremely low scores were

5 bagged in Verbal Reasoning. Perhaps it was due to the reason that verbal reasoning test was not a culturally fair test as it contained items that were relevant to western culture and literature. Moreover, it reflected poor left hemisphere dominance of the subject according to biological perspective. In deciding future career, those ability areas could be concentrated on in which high scores were achieved e.g. computer programming, administration and management etc. Edward Personal Preference Schedule (EPPS) was conducted on subject to assess her personality. Scaled scores for most of the variables form English and Urdu version differed moderately and significantly. Moderately differing scaled scores were obtained for achievement, order, autonomy, endurance and abasement whereas significantly differing scaled scores were exhibited for succorance ,deference, affiliation, dominance, nurturance, change, heterosexuality and aggression. The reason uttered by the subject for giving different responses in these tests was that the statements in Urdu version were more colorful, intense and emotionally loaded. Moreover, the norms are different that put the subject at different percentile ranks. In the light of the responses obtained on these tests, important characteristics of subjects personality revealed. She was a person of order, having endurance and a high level of autonomy. However, her need for affiliation, abasement and exhibition was below average. Word Association Test (WAT) was conducted to reveal the personality traits and conflicts of the subject. The subjects responses falling under different categories reflected the incidence of depressive, psychotic, little neurotic and anxiety symptoms with no pathological significance. Overall, the results reflected the low inclination of the subject towards the incidence of schizophrenia and other diagnostic category. Rotter Incomplete Sentence Blank (RISB) was administered on the subject to investigate her day-to-day adjustment level. The subject bagged 110 on RISB. Since it was below cutoff score, it predicted the overall happy and healthy life functioning with an optimistic but discrete and secured attitude and mildly affected by unhappy past experiences. This was also consistent with her report.

6 Results on Otis Quick Scoring Mental Ability Test revealed the I.Q of the subject to be 124, which was above average and reflected that the subject had above average intellectual functioning. To know her intellectual functioning Standard Progressive Matrices (S.P.M) and Advanced Progressive Matrices (A.P.M) were administered. She attained percentile of 95 on both SPM and APM that reflected her above average mental ability with high level of intellectual functioning. To conclude, the subject appeared to be an individual possessing order, autonomy, and succorance along with an aggressive and dominating personality. She held an overall happy and healthy life functioning with an optimistic but discrete and secured attitude. Although she reflected anxiety and depressive symptoms but they were of no pathological significance. Moreover, she was mildly affected by discontented past incidents. Contingent with her tests results, the subject had an above average intellectual functioning and aptitude in spatial skills, mechanical reasoning and numerical ability. It is thus suggested, that such a person can pursuit career in the fields requiring basic mathematics, programming, operations and design, administration and management and hunt success in equivalent high-level technical or professional positions within an organization.

Differential Aptitude Tests (DAT)

Introduction Authors: George K Bennett, Harold G Seashore and Alexander G Wesman Year of Publication: 1947 Domain: Assesses eight different types of ability, or aptitude. It is essentially a profiling instrument. Its co-standardized tests provide an eight point profile which portrays relative strengths and weaknesses in an individuals key aptitudes. Time: Testing time is approximately 3 hours and may be spread over several sessions. (Center for Psychological Studies, 2011; Pearson Education Inc, 2011) Description: The Differential Aptitude Tests (DATs) are designed for use in educational and vocational guidance and are used by school counselors, personnel officers, psychologists and all persons concerned with assessing the intellectual characteristics and educational or vocational aptitudes of adolescents. The rationale behind the development of the Differential Aptitude Test is that different individuals have varying levels of interest, intelligence and abilities that are useful in different jobs and in different school subjects. Thus, a battery giving measures of several abilities is likely to be more useful than a test giving a single general ability score (Educational Research Centre, 2011). Origin and revision Differential Aptitude Test (DAT) was first published in 1947 by The Psychological Corporation. The fourth edition and the latest (fifth) version of the DAT were published in 1966 and 1990 respectively (Bragger, 2010).

8 Test material: 1. Test booklets: There are two booklet editions in which eight test are available. One is separate booklet edition and second is combined booklet edition. Separate booklet edition consists of seven test booklets. Verbal reasoning Numerical ability Abstract reasoning Space relation Mechanical reasoning Clerical speed and accuracy Language usage a) Spelling b) Sentences The combine booklet edition has three test booklets. 2. Answer sheets: Each booklet has its own separate answer sheet which can be scored either by hand or by an IBM test scoring machine. In combined booklet edition, there are two combine booklet edition answer sheets. In this test if used IBM test scoring machine, we have to use special electro-graphic pencils. Scoring keys are also used in this test. 3. Administration guidelines: i. Introduction: Try to put the students at ease by explaining briefly why the tests are being administered. ii. Pencils: For hand scoring each student should have two sharpened pencils with erasers. For machine scoring in IBM distribute electro graphic pencils to each student. iii. Answer sheet: Distribute the appropriate answer sheets, then Instruct the group to print the requested at the top. iv. Booklets: Provide the booklets to students by announcing that Do not open these booklets until I tell you to do so.

9 v. Reading directions: Directions for each test are in the test booklets themselves. They are to be read aloud by the examiner. vi. Timing: When the directions have been read and the questions answered, the administrator in a firm voice should say Begin and at the end of time say stop vii. Collecting materials: Collect the answers sheets when the booklets are solved. Finally collect the pencils. Be sure every item is collected. viii. Tasting log: Test Maximum Formula Score Verbal reasoning Numerical ability Abstract reasoning Space relationship Mechanical reasoning Clerical speed And accuracy Spelling 100 R-W Right only and Right only wrongs Sentences 95 R-W Rights wrongs and Right and Multiple marks are permitted for each one mark for each 100 R 68 R-1/2W 100 R-W 50 R-1/4W 40 R-1/4W Rights wrongs Rights wrongs Rights wrongs Rights wrongs Right only and Right and One mark for each 50 R Rights Rights only One mark for each Hand key Machine key Notes

elimination and Right and One mark for each

elimination and Right and Multiple marks are permitted for each

elimination and Right

and One mark for each

elimination Right only one mark for each

elimination

In it the administrator should prepare a memorandum giving pertinent information such as group test, room, date, proctors, form of test, giving timing. 4. Scoring methods: The differential aptitude tests can be scored either by hand or by the use of an IBM test scoring machine.

10 Hand scoring: In the separate booklet edition there are a right key and a wrong key for each of the six tests for which the score is the number of right answers minus the number of wrong answers or some fractions of the wrong answers. When the scoring is done by hand, it is necessary to inspect the sheet to determine whether a student marked two or more choices where only one is permitted if two or more choices have been marked for any single item that item should be omitted from the scoring. Machine scoring: The maximum possible score on any test is never over 100 points. Separate booklet edition: The master control switch should be set at the A formula switch should be set at R for verbal reasoning. 5. Profile chart: It will be noted that on the individual report from the percentile ranks on the graph are spaced in such a way as to take into account the normal curve of distribution of scores on the assumption that the abilities measured by these tests are normally distributed, in standard deviation distance, the 50th and 0th percentiles closer to each other then are the 80th and 0th percentiles. The profile chart reflects these differences. Psychometric Properties: Collin. D. Elliott has claimed reliability of DAT from .79 to .94 which is solidly high in comparison to the other tests available in the field. The reliability of the sub-tests ranges from .38 to .94, with a majority standing at .60 to .90. The validity of the DAT has been explored internally and externally. The results from the both types of analysis are almost the similar. Norms are derived from a sample of grade 7 through 12 and adults and are present in form of Percentile Ranks, Stanines, and Scaled Scores presented separately for males and females, as well as combined (Ateel, 2010).

11

Current Administration
Quantitative Scoring Of Differential Aptitude Test (DAT)

Subtests Mechanical Reasoning Language Usage (Sentences) Space Relations Clerical Speed and Accuracy Numerical Ability Abstract Reasoning Language Usage (Spelling) Verbal Reasoning

Achieved Score Raw Score 46 66 61 73 30 38 86 8

Scaled Score Percentile 90th 90th 85th 85th 85th 80th 70th 03st

Qualitative Scoring Of Differential Aptitude Test (DAT) The subject was administered on eight subscales of DAT in three settings. It was properly manipulated for each subscale monitored. The subject was comfortable in lab while undertaking these tests. Proper instructions were mentioned on the stimulus booklets. Mechanical Reasoning The Mechanical Reasoning Test measures the ability to understand the basic principles of machinery, of tools and of physical relationships between things. This ability is important for any sort of work involving the design, operation or repair of equipment and is also very important in the field of engineering and in some areas of product design (Pearson Education Inc, 2009). The score in the test was very high indeed. This, combined with high score on the Abstract Reasoning test, suggested that the subject would be well suited to both mechanical work in which a degree of theoretical understanding was important. For example, taking diplomas in mobile repairing etc.

12 Language Usage The ability to use language is important in any job in which communication, either written or verbal, is involved. Examples of areas in which good language skills are required are management, teaching, professional work (e.g. medicine, law, accountancy), work in the media and clerical /administrative work (Pearson Education Inc, 2009). Sentence: Subject scored well in this test that suggested that she had achieved a good learning in adapting a foreign language. She could do well in areas were writing was required for example, writing columns or blogs etc. Combined with scores on the Verbal Reasoning Test, however, it would be better for subject to avoid jobs in which verbal communication was involved for instance teaching, and advertising etc. Space Relations The Space Relations Test assesses a persons ability to visualize objects in three dimensions. This ability is needed for any form of work in which it is important to be able to visualize objects and to understand how they relate to each other. Examples of jobs where good spatial abilities are required are architecture, design, technical drawing, dentistry, the fine arts, and also any type of technical or craft work which involves dealing with objects at a practical level (Pearson Education Inc, 2009). The fact that high scores on this were attained, reflected that the subject could do well in work in which it is important to understand three-dimensional relationships between objects (for instance, in design work and any forms of technical work). Since, subject is interested in playing computer games this might be because of having this aptitude. Clerical Speed and Accuracy This test measures reaction time and the ability to work accurately with detail and at speed. Such ability is important in many kinds of routine or detailed work (clerical work, data entry or coding, for instance) and is also quite important for scientific or technical work where precision is required (e.g. computer programming or laboratory work). Furthermore, this is an ability required in all work where attention to detail and

13 quality are important e.g., accountancy and some types of legal work (Pearson Education Inc, 2009). Although above average scores were attained in this test and a percentile rank of 85 highlighted that the subject would be fairly reasonable for the jobs where speed and vigilance is required. Numerical Ability This test assesses ones ability for working with numbers and performing calculations. Numerical ability is important for work in the technical professions such as science, engineering and architecture. It is also important for many jobs in business and finance (e.g. sales forecasting, banking, etc) and is very much needed for work in accounting. In the technical area, numerical ability is relevant to any sort of work in which calculations or precise measurements need to be made (for instance, surveying, joinery or laboratory work) (Pearson Education Inc, 2009). Subjects score suggested that she would manage reasonably well with the basic mathematics in many courses. This had also been her subject of interest since school. However, subject should probably avoid those fields in which a high level of mathematical ability is required although her scores on mechanical reasoning test were very high. Abstract Reasoning The Abstract Reasoning Test measures a persons ability to reason with abstract ideas. It is concerned with being able to perceive patterns among complex elements and to be able to see how those elements relate to each other. It is therefore useful for fields such as computer programming and software design, mathematics, science and engineering. It can also be useful in areas such as technical maintenance, which involves understanding how parts of a machine or system relate to one another. Abstract reasoning is also important for working in the field of design, since design is often concerned with the expression of abstract ideas or themes. Finally, abstract reasoning can also be very important in management, especially at the higher levels where one needs to see how the different parts of a complex organization fit together (Pearson Education Inc, 2009).

14 The subjects score on this test suggested that she would probably do reasonably well in further education and training. With respect to subject psychometric profile (she had been involved in management tasks assigned at school and departmental level) and scores on Mechanical Reasoning Test, fields related to management and engineering would be suitable for the subject for future studies. Language Usage Spelling: The score on the Spelling test was within the average range. This meant that should have no particular difficulty in this respect in many jobs. However, if the subject wanted to work at a professional level or in management, this might require an improvement in her spelling skills. Verbal Reasoning Verbal reasoning ability is important for any work involving the communication of ideas or the interpretation of written material. It can also be important for many kinds of work, in which analytical thinking is required. Areas of work in which these abilities are required are professional jobs (e.g. lawyer, doctor, teacher), technological jobs business (e.g. sales, marketing and advertising), scientific work and also many fields of work in which communication is of primary importance (e.g. training, work involving the production of written material and administrative positions) (Pearson Education Inc, 2009). Given subjects score on the Verbal Reasoning Test, was extremely low with respect to norms. This could be because of the reason that mother tongue of the subject was Urdu. Moreover, the test was not culturally fair test. It also included those items which were relevant to their culture and country information, for example it included information regarding their hero in tails, literature and places of their country. It also reflected poor left hemisphere dominance of the subject from biological perspective. Summary of Results To summarize, subject scored upper range on Mechanical Reasoning, and Sentence (Language Usage) and fell in the middle range on Space Relations, Clerical

15 Speed and Accuracy, Numerical Reasoning and Abstract Reasoning. However, extremely low scored were bagged in Verbal Reasoning. In deciding future career, those ability areas could be concentrated on in which high scored were achieved i.e. jobs where good spatial abilities are required (architecture, design, technical drawing, dentistry, the fine arts, and also any type of technical or craft). Due to high score on mechanical reasoning, jobs concerning the design, operation or repair of equipment would be suitable. However, subject should probably avoid those fields in which a high level of mathematical ability is required e.g. engineering as her score were not excellent on numerical ability although her scores on mechanical reasoning test were very high.

16 References Bennett, G. K., Seahore, H. G., & Wesmen, A. G. (1947). Differential Aptitude Tests [Manual]. (3rd ed.). New York, NY: The Psychological Cooperation. Bragger, J. (2010). Differential Aptitude Test. Retrieved from http://srmo.sagepub.com/view/encyclopedia-of-measurement-andstatistics/n136.xml Educational Research Centre. (2011). Differential Aptitude Tests, Form T: Long Form. Retrieved from http://www.erc.ie/index.php?p=41 Pearson Education Inc. (2009). The Differential Aptitude Tests. Retrieved from http://www.talentlensindia.com/Reports/DAT_Guidance_sample_report.pdf

17

Edward Personal Preference Schedule (EPPS)

Introduction Author: Allen L. Edwards Year of Publication: 1959/1985 Domain: Personality inventory, reflecting needs and motive towards 15 personality variables Items: 225 Time: (40-55) minutes (Center for Psychological Studies, 2011) Description: The Edwards Personal Preference Schedule (EPPS) is a forced choice, objective, non-projective personality inventory, which measures the rating of individuals in fifteen normal needs or motives. On the EPPS there are nine statements used for each scale. Social Desirability ratings have been done for each item, and the pairing of items attempts to match items of approximately equal social desirability. Fifteen pairs of items are repeated twice for the consistency scale (Center for Psychological Studies, 2011). EPPS provides measures of 15 personality variable. Fifteen pairs of items are repeated twice for the consistency scale. 1. Achievement (ach) : A need to accomplish tasks well 2. Deference (def) : A need to conform to customs and defer to others 3. Order (ord) : A need to plan well and be organized 4. Exhibition (exh) : A need to be the center of attention in a group 5. Autonomy (aut) : A need to be free of responsibilities and obligations 6. Affiliation (aff) : A need to form strong friendships and attachments

18 7. Intraception (int) : A need to analyze behaviors and feelings of others 8. Succorance (suc) : A need to receive support and attention from others 9. Dominance (dom) : A need to be a leader and influence others 10. Abasement (aba) : A need to accept blame for problems and confess errors 11. Nuturance (nur) : A need to be of assistance to others 12. Change (cha) : A need to change 13. Endurance (end) : A need to follow through on tasks and complete assignments 14. Heterosexuality (het) : A need to be associated with and attractive to members of the opposite sex 15. Aggression (agg) : A need to express one's opinion and be critical of others (Edwards, 1959/1985) Origin: The EPPS was designed primarily as an instrument for research and counseling purpose, to provide quick and convenient measures of a number of relatively independent normal personality variables. The statements in the EPPS and the variable that these statement purports to measures have their origin in a test of manifest needs presented by H.A Murray and other. The names that have been assigned to the variable are those used by Murray. Scoring: The usual personality inventory consists of a set of statements relating to personality traits that are to be answered in such a way that a yes response indicates that the subject believes the statement is characteristic of himself/ herself and a no response that it is not. In EPPS an attempt is made to minimize influence of social desirable in response to the statement. The EPPS differ from many inventories and another respect a number of personality inventories purport to measures such traits as emotional stability, adjustment, anxiety or neuroticism still other inventories purport to measure such clinical and

19 psychiatric syndrome as schizophrenia, paranoid or hysteria. Low scores on these inventories have associated maladjusted or clinical connotations for research and counseling purposes, where it is often desirable to report back scored subjects, such inventories present problems. These connotations are less likely to be attached to the variables in EPPS (Kaler, & Hansen, n.d.). Choices are to be recorded on the answer sheet. It is important to emphasize strongly that no marks are to be made on the booklet to self. The subjects should be warned to note the arrangement of the items on answer sheet. If the regular answer being used the place for answering item 6 appears at the top 2nd column rather than directly below that item 5. If the IBM answer sheet is being used, items 1-5 constitute the first row and item 6 appears directly below item 1. Administration of the test The EPPS is easy and convenient to administer. It may be given either individually or to large groups. Complete directions are printed on the cover of the booklet. Answers are recorded on a specially prepared answer sheet. Both are regular answer sheet for hand scoring only and an IBM answer sheet is available. The IBM answer sheet may be scored either by hand or by machine. If the test is to be machine scored, electrographic pencil must be supplied. If given individually it will usually be sufficient to ask the subject to read the directions on the cover of booklet. Directions for marking each type of answer sheet are given on the answer sheet itself. In giving the EPPS to a large group an answer sheet may be slipped inside each booklet prior the time of administration or the answer sheet may be distributed separately before the booklets. The subjects should fill in name, age, sex, educational status and date on the answer sheet. When the booklets have been distributed, the subject should be asked to read the instruction on the cover silently, while the examiner read it aloud. After reading the instructions, the examiner may ask if there are any questions. Answer to questions should be consistent with the printed directions it may be explained that some of the choices may be difficult to make, but that they should be made as well as they can be made, in the light of subjects on estimated of their characteristics. They are to choose

20 in all cases the statement in each pair that they believe to be more characteristics of themselves. Before collecting the booklets and answer sheet, the examiner should ask the subject to check their answer sheet to make sure that their names is on them and that they have recorded at choice for each item. In large groups one or more assistance may be used to check each answer sheet for possible omissions before the records are collected. It is important that a response be recorded for every item. Psychometric Properties (Center for Psychological Studies, 2011) Reliability: The inter-correlations of the variables measured by EPPS are quite low. It indicates that the variables being measured are relatively independent and the schedule is quite reliable. Split-half reliability coefficients or coefficients of internal consistency for 1,509 students in the college normative group range from .60 to .87 with a median of .78. The author also presents test-retest stability coefficients with a one-week interval. These are based on a sample of 89 students and range from .55 to .87 with a median of .73. Other researchers have reported similar results over a three-week period, showing correlations of .55 to 87 with a median of .73. Validity: The manual reports studies comparing the EPPS with the Guilford Martin Personality Inventory and the Taylor Manifest Anxiety Scale. Other researchers have correlated the California Psychological Inventory, the Adjective Check List, the Thematic Apperception Test, the Strong Vocational Interest Blank, and the MMPI with the EPPS. In these studies there are often statistically significant correlations among the scales of these tests and the EPPS, but the relationships are usually low-to-moderate and often are difficult for the researcher to explain. Norms: In determining whether a particular score, within the range of scores from 0-28, for a given variable is high or low, reference may be made to the norms presented normative data have been developed for 2 groups of subjects: college students and adults who were household heads in U.S.

21

Current Administration
Quantitative Scoring Of EPPS (ENGLISH) Personality Variables Achievement Deference Order Exhibition Autonomy Raw Score 06 12 16 09 19 Percentile 05th 50th 91th 10th 96th 24th 09th 86th 92th 37th 87th 81th 69th 96th

Affiliation Intraception Succorance Dominance Abasement

14 10 17 20 13

Nurturance Change Endurance Heterosexuality Aggression

21 21 15 01 16

Total

210 26th

Consistency

10

22 Qualitative Scoring Of EPPS (English) EPPS was conducted on subject to check her different personality variables. According to subjects responses to the items, her psychometric profile and description of personality variable in EPPS manual, following analysis can be drawn for each personality variable: Achievement: The result showed that the subject had no need for achievement. She did not want to write a great novel or play or to do things better than others and to accomplish tasks requiring skill and effort. However, she made positive responses towards to do her best, to be successful, to be able. Inconsistent with the test results, subjects psychometric report reflected that she had achieved good scores in her academic career. Deference: The subject responded that she liked to get suggestion from others, to follow instructions, and to praise others. This fact was supported by subjects profile in which she had mentioned that she complied with social and family demands as a part of her obligation always. Order: With respect to the scores the subject had high need for orderliness. Which suggested she liked to make plans before starting on a difficult task, to keep things neat and orderly, to organize details of work , to keep letters and files according to some system and to have things arranged so that so that they run smoothly without change. Exhibition: The score suggests that the subject had no need for exhibition except to say witty and clever things and tell jokes. But she did not like to talk about personal adventures and experience, to talk about personal achievement and to ask question others cannot answer. Autonomy: The subject aspired to say what she thinks about things, to feel free to do what she thinks, to do things that are unconventional, to do things without regard to what others may think, to avoid responsibilities and obligation. This was consistent with her report as she appeared to be straight forward in her affairs.

23 Affiliation: The subject exhibited low affiliation score. Which meant the subject did not like to share things with friends or others to write letters to friend, and to form new friendship. In Western culture people relay so much on making friends. Thus, the scores of the subject fell below average. However, she liked to participate in friendly groups. Intraception: According to the result, the subject had no need for interception. That reflected, she did not want to analyze ones motives, to observe others, to analyze others behavior. Succorance: The score suggested high desire to have others provide help when in trouble, to have others be kindly, to have others be sympathetic, to receive a great deal of affection from others. The subject seemed to be self-sufficient. Dominance: The subject held high level of dominance in actual life. Abasement: The subject had low abasement. She did not feel inferior to others in most respect. She did not feel depressed by inability to handle situation. However, she accepted blame when things did not go right and felt the need for confession of errors. Nurturance: Scores reflected that the subject intended to help friends when they are in trouble, treat others with kindness and sympathy and show a great deal of affection toward others, to be generous to others. But, she did not forgive others easily when they did wrong. Change: This indicated that the subject wanted to do new and different things, to travel, and to experience novelty. But she did not always like and to participate in fashion. Endurance: The scaled scores were near average. The subject liked to keep at a job until it is finished, complete any job undertaken, and work hard at a task and avoid being interrupted while at a work. Heterosexuality: The score strongly suggested that the subject did not want to engage in social activities with opposite sex, to be in love with opposite sex, to be

24 regarded as physically attracted by opposite sex and to participate in discussions about sex. This could be regarded as social desirable response bias; as such discussions are not appreciated in our culture. However, such discussions are almost normal with respect to western cultures where these test norms are originated. Aggression: The scores on aggression were very high. The responses suggested that the subject could attack contrary points of view, tell others off when disagreeing with them and to read newspaper accounts of violence. Consistency: The consistency checks were 10, which depicted low consistency with regard to norms. In short, as mentioned earlier, this analysis was made on the basis of subjects responses to the items, her psychometric profile and description of personality variable in EPPS manual. This test reflected that the subject was a person of order, having high level of autonomy, dominance, succorance and aggression. The subject had little need for abasement, exhibition and deference and low consistency. However, the subject had low level of achievement which was inconsistent with the academic achievements described in psychometric report.

52 )Quantitative Scoring Of EPPS (URDU

10 69 29 43 49

8 91 02 9 02

06 51 19 55 24

51 01 81 41 31

06 06 56 32 91

91 81 71 10 90

35th

01

26 Qualitative Scoring Of EPPS (Urdu) EPPS was conducted on subject to check her different personality variables. In the light of subjects responses to the items, her psychometric profile and description of personality variable in EPPS manual, following analysis can be drawn for each personality variable: Achievement: The result showed that the subject had no need for achievement. She did not want to write a great novel or play or to do things better than others and to accomplish tasks requiring skill and effort. Inconsistent with the test results, subjects psychometric report reflected that she had achieved good scores in her academic career. Deference: The subject responded that she liked to get suggestion from others, to follow instructions, and to praise others. This fact was supported by subjects profile in which she had mentioned that she complied with social and family demands as a part of her obligation always. In eastern culture, it is appreciated when someone takes suggestions and follows advices of others. Thus, in compliance with these conducts, subjects scored an high score on deference. Order: With respect to the scores the subject had high need for orderliness. Which suggested she liked to make plans before starting on a difficult task, to keep things neat and orderly, to organize details of work , to keep letters and files according to some system and to have things arranged so that so that they run smoothly without change. Exhibition: The score suggests that the subject had level of exhibition that was below average. She did not like to talk about personal adventures and experience, to talk about personal achievement and to ask question others cannot answer. She liked to say witty things and make jokes. But this score was more than the score attained on EPPS (English). Autonomy: The subject aspired to say what she thinks about things, to feel free to do what she thinks, to do things that are unconventional, to do things without regard to what others may think, to avoid responsibilities and obligation.

27 Affiliation: The score obtained was more than the score achieved on EPPS (English). This is because in Pakistani culture people are affiliated. Thus, the subjects responses made her to score above average on affiliation. Intraception: The score reflected that the subject did not want to know what other people thought, desired or felt. Succorance: The subject appeared to be self-sufficient in life. However, the score suggested high desire to receive a great deal of affection from others through various gestures. Dominance: The scores were low on dominance. This was because, the people of normative sample comes from a culture were joint family system prevailed. They share strong influence on each other. The subjects responses were not so that could allow her to score much. Abasement: The subject scored below average on abasement. She did not feel inferior to others in most respect and feel depressed by inability to handle situation feel the need for confession of errors. However she accepted blame when things did not go right. Nurturance: Scores on nurturance were also low that reflected that the subject intended to help friends when they are in trouble, treat others with kindness and sympathy and show a great deal of affection toward others, to be generous to others but not as much as it was common in Pakistani society. Change: The scores were low with respect to norms as the people of Pakistani culture change either on their will or because of the ongoing situations of the country. Endurance: The scaled scores also differed but the subject liked to keep at a job until it is finished, complete any job undertaken, and work hard at a task and avoid being interrupted while at a work. Heterosexuality: The scores were more than that attained on EPPS (English). Since in our culture, talking with a person of opposite sex and engaging in such topic is

28 not appreciated, a few positive responses on the statements measuring heterosexuality resulted in high scores. Aggression: The scaled scores were below average. This suggested that the level of aggression in subject was low relating to the level of aggression present in the people of Pakistani society. Consistency: The consistency checks were 10, which depicted low consistency with regard to norms. In general, the subject appeared to be person having high level of deference, order, autonomy, and Succorance. However, with respect to norms, her level of aggression, dominance and capacity to change were low which was inconsistent with her psychometric report and results on EPPS( English).

29 References Center for Psychological Studies. (2011). Edwards Personal Preference Schedule. Retrieved from http://www.cps.nova.edu/~cpphelp/EPPS.html Edward, A. L. (1959). Edwards Personal Preference Schedule [Manual]. New York, NY: Psychological Corporation. Kaler, E. M., & Hansen, C. J. (n.d.). Edwards Personal Preference Schedule. doi:10.4135/9781412952644

30

Word Association Test (WAT)

Introduction Author: Rapaport, D.,Gill, M and Schafer, R. Domain: Personality Assessment: Designed to reveal associative connections between stimuli words and responses. Items: 55 (Center for Psychological Studies, 2011) Description Word association testing is a technique developed by Carl Jung to explore complexes in the personal unconscious. Jung came to recognize the existence of groups of thoughts, feelings, memories and perceptions organized around a central theme, that he termed psychological complexes. This discovery was related to his research into word association, a technique whereby words presented to patients elicit their word responses that reflect their related concepts in the patients psyche, thus providing clues to their unique psychological make-up. Administration The word association method is a psychological test indented to reveal associative connections between stimulus words and free verbal responses. Subjects are instructed to give discrete verbal responses to common stimulus words (usually nouns or verbs). Because verbalizations reflect ideation, it is assumed that the systematic study of associative thought can reveal information about an individuals personality characteristics, areas of emotional disturbances, and the like. Although the method has no necessary tie to any particular theory, it is usually employed as a projective technique. It is designed to reveal associative connections between stimuli words and responses. It is a test for assessing personality traits and conflicts, in which the subject responds to a given word with the first word that comes to mind or with a predetermined type of word.

31 Origin Word association testing has been used extensively in psychology to assess the personality of the test subjects (Galton, 1880; Kent & Rosenoff, 1910; Russel, 1970). A projective technique, of which word association is a type, typically presents respondents with an ambiguous stimulus and asks them to disambiguate this stimulus. The underlying principle behind most projective techniques is that respondents project aspects of their own personalities in the process of disambiguating this stimulus. The interpreter of the projective technique can thus examine answers to these stimuli for insights into the respondents personality dispositions. In a typical word association test, subjects are asked to respond to a stimulus word with the first word that comes to mind. These associative responses have been explained by the principle of learning by contiguity: objects once experienced together tend to become associated in the imagination, so that when any one of them is thought of, the others are likely to be thought of also, in the same order of sequence or coexistence as before. Scoring There are no formal scoring procedures employed with this method. Purpose The focus of this test is to explore the results of a pilot study, based upon this theoretical framework that examines the extent to which word association tests can be used to: Generate user-derived descriptors, i.e., terms that are most commonly associated with a given concept by the majority of respondents. End-users are provided with a list of domain-specific stimulus terms and are then asked to provide response terms. Generate user-derived descriptor hierarchies, i.e., the most commonly associated attributes, properties, parts, etc., of a given concept as identified by the majority of respondents. End-users are taken not only to provide response terms but also specify how they think these terms are related to the stimulus terms.

32 Generate user-derived categories of inter-term relationships, i.e., the most commonly types of relationships identified by the majority of the respondents. Psychometric Properties The manual provides no reliability and validity information. Very few validity and reliability studies have been undertaken because internal clinical judgment constitutes such an integral part of the approach. Norms are included in the manual for normal college students and schizophrenics.

33

Current Administration
Quantitative Scoring of Word Association Test (WAT) Categories Frequency of responses r = Mildly Distant Reactions j = Attributions h = Phrase Completion q = Distant Reactions i = Close Reaction Proper p = Unrelated Reactions t = Affective Reactions f = Partial Repetition d = Attempted Definition g = Clang Association c = Repetitions x = Mishearing The Stimulus Word 13 8 7 6 5 3 3 3 3 2 1 1

Qualitative Scoring of Word Association Test (WAT) The subject was seated comfortably in lab subject and administered on Word Association test. The time was noted for each stimulus word separately. The subjects frequent responses falling under the categories of mildly distant reactions, attributions, phrase completion, distant reactions and close reaction proper reflected the incidence of depressive, psychotic, little neurotic and anxiety symptoms with no pathological significance. Low frequency of responses could be ignored in evaluation. In short, the subject had an inclination towards depression and anxiety, but these symptoms had no pathological significance suggesting low vulnerability and occurrence of schizophrenia and other diagnostic category.

34 References Center for Psychological Studies. (2011). Word Association Test. Retrieved from http://cps.nova.edu/~cpphelp/WAT.html Rapaport, D., Gill, M., & Schafer, R. (1945). Word Association Test [Manual]. USA: International Universities Press, Inc. Winer, I. R. (2002). How to use Jungs Word Association Test. Retrieved from http://www.gesher.org/Neurocare/Medical%20Education/Jung.html

35

Rotter Incomplete Sentence Blank (RISB)

Introduction Authors: Julian B. Rotter, Michael I. Lah, & Janet E. Rafferty Year of Publication: 1950 Domain: Designed as a screening instrument of overall adjustment Score: Index of Overall Adjustment. Cutoff scores are based on adjusted and nonadjusted samples Items: 40 Time: (20-40) minutes (Pearson Education Inc, 2011) Description: Rotter Incomplete Sentences Blank (RISB) is perhaps the most influential of the entire sentence completion task in terms of the amount of research published on it and the influence it maintained in shaping subsequently developed sentence completion tasks. This test is a projective measure of maladjustment, provides direct information on personality conflicts, with a semi-objective scoring system yields a maladjustment score and has been shown to have exceptionally high reliability (Merrel, 2008). As scoring depends on intuitive clinical insights, cognizance of personality dynamics is essential for accurate interpretation (Gregory, 2004). Origin and Revisions:

36 The Incomplete Sentence Blank consists of forty items revised from a form used by Rotter and Willermann in the army. This form was, in turn, a revision of blanks used by Shor , Hutt , and Holzberg at the Mason General Hospital (Anonymous, n.d.). In the development of the ISB, two objectives were kept in mind. One aim was to provide a technique which could be used objectively for screening and experimental purposes. It was felt that this technique should have at least some of the advantages of projective methods, and also be economical from the point of view of administration and scoring. A second goal was to obtain information of rather specific diagnostic value for treatment purposes (Aroha, 2011). Scoring: Responses are rated on a 7-point ordinal scale (higher scores suggesting greater maladjustment) on the basis of omissions and incomplete responses, conflict responses, positive responses, or neutral responses. Overall scores generally range from 80 to 205 (on a scale from zero through 240). However, because of the diversity among individuals idiosyncratic responses, the RISB cannot readily be computer scored (Center for Psychological Studies, 2011). Omission responses. Omission responses are designated as those for which no answer is given or for which the thought is incomplete. Omissions and fragments are not scored. Conflict responses. C or conflict responses are those indicating an un healthy or maladjusted frame of mind. These include hostility reactions, pessimism, symptom elicitation, hopelessness and suicidal wishes, statements of unhappy experiences, and indications of past maladjustment. Responses range from C1 to C3 according to the severity of the conflict or maladjusted expressed. The numerical weights for the conflict responses are C1=4; C2=5; C3=6

37 Positive responses. P or positive responses are those indicating a healthy or hopeful frame of mind. These are evidence by humorous or flippant remarks, optimistic responses, and acceptance reactions. Responses range from P1to P3 depending on the degree of good adjustment expressed in the statement. The numerical weights for the positive responses are P1= 2; P2=1; P3=0. (Aroha, 2010) Psychometric Properties Reliability: Several studies reported in the RISB manual suggest uncertain reliability. Since the items on an incomplete sentence blank are not equivalent, the odd even technique for determining reliability is not applicable and would tend to give minimum estimate of internal consistency. Therefore items on the ISB were divided into two halves deemed as nearly equivalent as possible. This yielded a corrected split-half reliability of .84 when based on the records of 124 male college students, and .83 when based on 71 female students. Inter-scorer reliability for two scorer trained by the authors was .91 when based on male records and .96 for female records (Aroha, 2010). Validity: The RISB relies predominantly on face validity, so that item responses are readily amendable to distortion, depending on respondents lack of self-insight, and their conscious and unconscious motives. The instrument may act more effectively as a trait measure than as a state indicator of changes over time, and not be situationally sensitive. Despite these limitations, the RISB has received widespread use in both clinical and nonclinical settings (Center for Psychological Studies, 2011). Norms: A distribution of scores on the RISB for a representative college freshman population was obtained by giving the Incomplete Sentences Blank to 299 entering freshman at Ohio State University. A comparison between the median percentile ranks on the Ohio State Psychological Examination of the sample and of the total freshman population showed a difference of approximately two percentile points (Aroha, 2010).

38

Current Administration
Quantitative Scoring Of Rotter Incomplete Sentence Blank (RISB) Responses Positive Responses P1 = 5 x (2) P2 = 7 x (1) P3 = 3 x (0) Total = 15 Neutral Responses N = 13 x (3) Conflict Responses C1 = 7 x (4) C2 = 4 x (5) C3 = 1 x (6) Total = 12 C1 = 28 C1 = 20 C1 = 6 Total = 54 Total = 39 P1 = 10 P2 = 7 P3 = 0 Total = 17 Obtained score

Cut of score = 138-140 Obtained Score = 110 Qualitative Scoring Of Rotter Incomplete Sentence Blank (RISB) Sentence completions are used from examples in the scoring manuals by assigning a numerical weight from 0 to 6 for each sentence and totaling the weights to obtain the overall score. The scoring examples in part II of this manual are given to facilitate the assignment of weights to responses (Aroha, 2010). The subject bagged 110 on RISB. Since it was below cutoff score, it predicted the overall happy and healthy life functioning which is consistent with her report.15, 13 and 12 statements fell in the category of positive, neutral and conflict responses respectively. These responses comprised of her personal, social and mental attitudes.

39 15 responses conceded in positive response category. These responses included present feelings, likings, wishes, and attitude towards parents, schooling and her past reflecting her optimistic and vivid views towards them. 13 responses fell in neutral response category. Such responses were made in reaction to daily routine, self, reading, marriage, and other people. This highlights that the subject did not want to reveal about herself. She had a discrete and secured attitude. 12 responses dealt with conflict response category. They incorporated fears, worries, troubles, needs, sufferings, annoyance, and attitude towards men. Low conflicting responses were given in response to annoyance, needs, worries and secretly adoring people. Moderately conflicting responses were appeared towards men, troubles, and sufferings. Highly conflicting response that scored 6 points was made towards quest to know how to improve oneself. This indicates her hostility, unhappy experiences, pessimism and maladjustment on the way to these issues. This data is supported by the observation and subjects profile. In sum, the subject was well adjusted in day to day life with an overall optimistic but discrete and secured attitude and mildly affected by unhappy past experiences.

40 References Anonymous. (n.d.). Rotter Incomplete Sentence Blank (RISB). Retrieved from http://www.docstoc.com/docs/ Aroha. (2010). Rotter Incomplete Sentence Blank (RISB). Retrieved from http://www.scribd.com/doc/25067108/Rotter-Incompelete-Sentence-Blank-Risb Center for Psychological Studies. (2011). Rotter Incomplete Sentence Blank (RISB). Retrieved from http://www.cps.nova.edu/~cpphelp/ROTTER.html Gregory, J. R. (2004). Psychological Testing. India: Pearson Education Inc. Merrell, W. K. (200). Behavioral, Social and Emotional Adjustment of Children And Adolescents. New Jersey: Lawrence Erlbaum Associates, Inc. Pearson Education Inc. (2011). Rotter Incomplete Sentence Blank (RISB). Retrieved from http://www.pearsonassessments.com/HAIWEB/Cultures/en-

us/Productdetail. Rotter, J. B & Raferty, J. E. (1950). The Rotters Incomplete Sentence Blank [Manual]. New York, NY: Psychological Corporation.

41

Otis Quick Scoring Mental Ability Test

Introduction: The Otis Quick Scoring Mental Ability Test comprises three tests called Alpha, Beta and Gamma. The three tests are designed for grades: Alpha Test for grades 1-4, Beta Test for grade 4-9 and Gamma Test for High School and Colleges. The Alpha test consists entirely of pictures and is completely new. The Beta and Gamma test are revisions and extensions of intermediate and Higher Examinations respectively of the Otis Self- Administering Tests of Mental Ability. Domain: The purpose of three tests in the series is to measure mental ability, thinking power or the degree of maturity of mind. Administration: Give all directions slowly and distinctly with a pause after each sentence. Have the test papers passed one to each pupil, right side up, that is, with one the little page up. Allow reasonable time for all to finish reading the first page and studying the samples. Answer the questions asked by the pupils and the examiner should be satisfied that the pupils understand the samples and how to put a cross in the proper circle so as to indicate the correct answer to each item. It should be understood by the examiner (and by the teacher if the teacher is left in charge of the pupils while they are taking the test) that no questions about the test are to be answered which might give the pupil the slightest help in answering the questions; that is the examiner or teacher may not explain the meaning of any words or give any hints. If is permissible at the beginning of the examination for the examiner or teacher to move quickly about the room to make sure that the pupils are indicating their answers in proper manner and if during the examination the pupil become confused on account of the unusual folding of booklet, it is permissible, of course, to explain to him how to proceed. Thereafter it is better for a teacher to remain seated at her desk so that the room is quiet

42 and pupil may work undisturbed. When the pupil have worked exactly after half an hours the test papers should be collected. Testing Conditions: See that the pupil is supplied with two pencils and an eraser. It is better not to have the pencils too sharp principally because it desired to have the pupils make wide marks, since these are easy to see. Directions for Scoring: A key for scoring the test in included in each package of tests. The preparing to score the papers of a class, each paper should be opened by picking it up by the flap and then laid in a pile, with the four colors of answers showing. To score a test paper, lay the key over the paper in such a way that the heavy circles which are printed with crosses in them at the top of the test appears through the appropriate holes at the top of the key. The key will then be adjusted so that all the crosses that the pupils have made in the right circles will show through the holes in the key. It is necessary to count the crosses that appear through the holes. The number of crosses so appearing is the pupils score. This should be written space provided at the top of the title page. Theres no need to mark the answers right or wrong in this test, but merely to count the right answers, for only the total score is of significance. In the interest of accuracy, it is well for each paper to be scored independently by two persons. If this is done, the score obtained by the first scorer may be written at the foot of the column of answers for page without turning over the page and the booklet may be left opened out flat. Directions of recording scores: In each package of tests there is included a class record which prove as for recording of scores of a class. Before entering the scores, arrange the papers either in alphabetical order or in order of magnitude of scores then enter the name of each pupil, his age, year and months and his scores. The provision should be made on class record for entering later the IQ of pupil and any additional data, such as percentile rank in the

43 class or school, classification, designation etc and for entering the median age, median score etc , if desired. Provision is made at the page 2 for distribute the scores of a class make a mark in the second column of the table for each pupils score, putting the mark opposite to the interval within which the score fall. After the marks are all entered, count those in each interval and write the no in the column headed frequency. To find median (middle) score count from either end of the distribution to the middle mark. Psychometric Properties: Validity and reliability : In an article in the Journal of experiment education for March, 1937 Alphonse Chapanis, of Connecticut state College describe and experiment in which the validity of each item of higher examination was investigated by finding the biserial coefficient of correlation between the item and the total score in the test. Although the scores only 100 adults of each sex were used in the experiment, the coefficient of the items was without exception positive for both sexes, having a median value of test 61. This experiment indicates that all the item of higher education have real validity in a mental ability test. The correlation between the Grammar Test and the higher education was found for the 1007 pupil tested in Yonkers, New York. The reliability of grammar test was investigated by correlating the odd numbered and even numbered items of the test of 257 pupils in grades 10, 11 & 12. The coefficient so found was, respectively 0.82, 0.85 &0.73 for three grades. When corrected by Spearmen- Brown formula, the reliability coefficients for the three grades were found to be 0.90, 0.91 & 0.85 respectively Norms: If a large number of 15 year pupils take a test and the scores are arranged in order, the median or middle score is considered as just normal for 15 years old pupils and is said to be the norm for the age of 15 years. The norms for Gamma Test were obtained by means of equating experiments in which 777 pupils took Gamma Test and

44 the Otis Higher Examination. 742 pupils took Gamma and Beta, and 1661 pupils took Gamma and the Pintner Advanced General Ability Test.

45

Current Administration
Quantitative Scoring Of Otis Quick Scoring Mental Ability Test Raw Score 66 Constant = 42 Scaled Score = 66-42 = 24 Qualitative Scoring Of Otis Quick Scoring Mental Ability Test Subject was administered on Otis Quick Scoring Mental Ability Test. The subject was seated comfortably in lab while undertaking this test. Proper instructions were given as per the booklet. According to the result, the correct responses of the subject were 66. The constant for the age of 18 years and above of Otis Quick Scoring Mental Ability Test is 42, which is to be subtracted from the raw score to get scaled score. Since the average IQ is 100. When the scaled score was added to 100, the I.Q was attained. The subject had an I.Q score of 124, which was above average and reflected that the subject had an above average intellectual functioning. IQ 124

46 References Otis, A. S. (1939). Otis Quick Scoring Mental Ability Test [Manual]. New York, NY: Word Book Company.

47

Raven Standard Progressive Matrices (SPM)

Introduction

Author: J.C. Raven Domain: Designed to measure a persons ability to form perceptual relations. Assess nonverbal abilities Items: 60 (12 x 5) Time: (45) minutes. (Center for Psychological Studies, 2011; Pearson Education Inc, 2011) Description The Standard Progressive Matrices (SPM) was designed to measure a persons ability to form perceptual relations and to reason by analogy independent of language and formal schooling, and may be used with persons ranging in age from 6 years to adult .It is the first and most widely used of three instruments known as Ravens Progressive Matrices, the other two being the Colored Progressive Matrices (CPM) and the Advanced Progressive Matrices. It is a non verbal assessment tool designed to measure an individuals ability to perceive and think clearly, make meaning out of confusion, and formulate new concepts when faced with novel situation. The SPM scores indicate a candidates potential for success in such positions as supervisors, mid-level manager, or equivalent technical and professional positions in an organization (Pearson Education Inc, 2011). The SPM consists of 60 items are arranged in five sets (A, B, C, D & E) of 12 items each. Each item contains a figure with a missing piece. Below the figures are either six (sets A &B) or eight (sets C through E) alternative pieces to complete the figure, only one of which is correct. Each set involves a different principle or theme for obtaining the

48 missing piece, and within a set items are roughly arranged in increasing order of difficulty. The raw score is typically converted to a percentile rank by using the appropriate norms. Psychometric Properties Spearman considered the SPM to be the best measure. When evaluated by factor analysis method which was used to define initially, the SPM comes as close to measuring as one might expect. The majority of studies that are factor analyzed the SPM along with other cognitive measures in Western cultures report loadings higher than .75 on a general factor. Concurrent validity coefficients between the SPM and the Stanford Binet Wechsler scales range between .54 and .88, with the majority in the .70s and .80s. Norm groups included in the manual are: British children between the ages of 6 and 16; Irish children between the ages of 6 and 12; military and civilian subjects between the ages of 20 and 65. A supplement includes norms from Canada, then United States and Germany.

49

Current Administration
Quantitative Scoring Of Raven Standard Progressive Matrices (SPM) A 12-12=0 B 11-12= -1 C 10-11= -1 D 10-11= -1 E 7- 9= -2

Discrepancies= 0, -1, -1, -1, -2 Total score: 55/60 Percentile: 95th percentile Grade: I

Raw Score 55

Scaled Score/ Percentile 95th

Qualitative Scoring Of Raven Standard Progressive Matrices (SPM) Subject was administered on Standard Progressive Matrices. The subject was seated comfortably in lab while undertaking this test. Proper instructions were given as per the booklet. According to the results, the subject had high intellectual functioning. This revealed subjects good ability to perceive and think clearly, makes meaning out of confusion, and formulates new concepts when faced with novel situation.

50 References Center for Psychological Studies. (2011). Raven Standard Progressive Matrices. Retrieved from http://www.cps.nova.edu/~cpphelp/RSPM.html Pearson Education Inc. (2011). Raven Standard Progressive Matrices (SPM). Retrieved from http://www.talentlensindia.com/Reports/Ravens_SPM_Development.pdf Raven, J. C. (1960). Standard Progressive Matrices [Manual]. London: H.K Lewis and Co. Ltd

51

Raven Advanced Progressive Matrices (APM)

Introduction Authors: J.C. Raven Domain: Measure mental ability useful in high-level strategic, leadership roles. Items: 36 ( Set II) Time: (45) minutes. (Pearson Education Inc, 2007) Description The Standard Progressive Matrices was drafted in 1943 for use at war officer selection boards. In 1947 a revision, named as Advanced Progressive Matrices was made for general use as a non verbal, this is the test of observation and thinking. Its set A, B, C, D and E was designed to cover the widest possible range of mental ability and to be equally useful with persons of all ages, whatever their education, nationality or physical condition might be. It was expected to have certain limitations. As it was designed to use for children as well as for adults, the first and second sets in the scale and the introductory problems of 3rd and 4th sets provided for adults little more training than training in the method of working. As the five sets of the test form a scale, it was not expected that the results would be highly reliable in testing intellectual ability, when a person is allowed limited time to complete the scale before stopping. Therefore a request has since been made for attest which will indicate in a few minutes whether a person is intellectually dull, average or bright. 1. The purpose of APM is to provide reliable estimates of the efficiency of a persons capacity for coherent perception and orderly thinking under stress

52 2. It also aimed to give working norms for people of more than average intellectual ability over 12 years of age and the score distribution to be expected for selected group of adults of more than intellectual ability. Ravens APM measures high-level observation skills, clear thinking ability, intellectual capacity, and intellectual efficiency. The APM is designed to differentiate among people at the high end of intellectual ability. It has been used world-wide for more than 60 years (Pearson Education Inc, 2007). The APM score indicates a candidates potential for success in such high-level positions as executive, director, general manager, or equivalent high-level technical or professional positions within an organization. These positions typically require high levels of clear and accurate thinking, problem identification, holistic situation assessment, and evaluation of tentative solutions. The APM score also can be used for developmental purposes in occupational and advanced educational settings (Pearson Education Inc, 2007).

53

Current Administration
Quantitative Scoring Of Raven Advanced Progressive Matrices (APM) Raw Score 27/36 Scaled Score/ Percentile 95th

Qualitative Scoring of Raven Advanced Progressive Matrices (APM) Subject was administered on Advance Progressive Matrices. The subject was seated comfortably in lab while undertaking this test. Proper instructions were given as per the booklet. According to the results, the subject had high intellectual functioning. This revealed subjects considerable observation skills, clear thinking ability, intellectual capacity, and intellectual efficiency.

54 References Center for Psychological Studies. (2011). Raven Advance Progressive Matrices. Retrieved from http://www.cps.nova.edu/~cpphelp/RSPM.html Pearson Education Inc. (2007). Raven Advance Progressive Matrices (APM). Retrieved from http://www.pearsonassessments.com/HAIWEB/Cultures/enus/Productdetail.htm?Pid=015-4686-743 Raven, J.C (1962). Advance Progressive Matrices [Manual]. Published in Great Britain.