ADVANCE PROGRESSIVE MATRICES

(APM)

Introduction of the test Advance Progressive Matrices

The 1962 Edition is arranged in order to assess the efficiency of a person’s

intellectual work and his total capacity for observation and clear thinking. It consists of two sets

of tests. In Set I there are 12 problems. They are designed to introduce a person to the method of

working and cover all the intellectual processes needed for success in Set II. In this set there are

36 problems. In presentation and argument they are identical to Set I. They only increase in

difficulty and complexity. Set I covers all the intellectual processes covered by the SPM. It is

also used as a practice test before starting Set II. Set II provides a means of assessing all the

analytical and integral operations involved in the higher though processes and differentiates

clearly between people of even superior intellectual ability.

Origin

The test was originally drafted in 1943 for use at War office Selection boards. In 1947 a

revision was published for general use as a non verbal test of intellectual efficiency and to form a

comparison between figures and develop a logical method of reasoning. This test covers

intellectual method of reasoning.

Objective

The test is particularly useful as a guide to selecting students or trainees wishing to

pursue advanced science or technical studies. The test provides useful information concerning a

person’s probable rate of progress and the success he is likely to achieve in any course of study.

Administration

In the administration of this test an answer sheet is provided to the test taker. Subject is

asked to fill the particulars at the top of the pages and not to open the green booklet in any way.

There are two parts of APM, first one is set I, it shows you the method of working and set II is an

important part. Subject is asked to hold up the answer sheet and point to column.

After solving the test supervisor checks that it is done. Subject is asked to turn it over and do

Set II and he is allowed to record time for it. Supervisor should check the answer sheets to make

sure that all subjects are working in correct columns.

The subject is asked to stop and close the booklet and place it at the side of the desk.

Subjects are asked to open the grey booklet set II. Forty minutes will be allowed to solve set

II. All what matters is the accuracy of work. Subject is asked to close the books and check that

they had put their names, date of birth and sex on the answer sheet.

With instructions of this kind, the test can assess accurate intellectual ability. Several

inferences may be made about the erroneous figures chosen to complete some of the problems.

Administration Procedure

For this test the person will be given an answer sheet, on which to mark all your answers

and two tests booklets. This is a set of observation and clear thinking. There are two parts to it.

The first par, set I look at the pattern correctly and then find the right bit out of eight, you will

find the problems in this set soon difficult. It is not important to get them all done. Set II is the

real test and most important test. In it you find the right figure in each row and decide what the

figure like. Then look down in options and choose the correct one.

Scoring

A table is constructed to show position and nature of commonest errors made of four levels

of ability like

1) Incomplete correlation

2) Confluence of ideas

3) Wrong principle

4) Repetition

Another table is constructed to summarize the information in above table. Errors due to

failure to attend to all relevant aspects of the problems incomplete correlate are already the

most frequent accounting and more than half the most common errors made by people of

average and above average levels of ability. Errors due to applying the wrong principle to the

solution of the problem were if anything was frequent at the lowest level of ability but

probably not significantly so. Errors due to influence of ideas and repetition not very

common in any case declined in the frequency of occurrence as the total score increased.

Analysis/ Interpretation

Information obtained made it possible to determine at any given level:

1) The number of people who chose correct figure to solve each problem.

2) The frequency with which each of other seven erroneous figures was chosen.

3) Changes in frequencies with which any given problem was solved as the total score on

the scale increased.

4) The frequency with which any given problem was not attempted.

5) Any significant changes in the types of erroneous figure chosen.

PSYCHOLOGICAL TEST REPORT

Interpretation of APM

Test Taking Attitude

The psychological test Advance progressive Matrices was administered in the

psychological testing lab of Institute of Applied Psychology University of the Punjab Lahore. It

was administered on the 22 years old boy. The boy showed so much interest when he started the

test and attempt the test very confidently. He didn’t confuse at any time. The starting items were

very easy so he did well and also did with the great interest but after that when he gradually

came to the end; the items became difficult as the difficulty level was increased. So that he found

a little bit difficulty in that items but overall his attitude was very nice.

QUANTITATIVE ANALYSIS

TOTAL SCORES PERCENTILE

25 95th

QUALITATIVE ANALYSIS

The raw score of the client was 25 and his percentile was 95th which shows that his ability of

intellectual functioning is very good and his reasoning ability is also very nice. So he scored well

according to his level as he is the student of science. His performance was above the average.

Reference

Raven, J. C. (1962). Advanced Progressive Matrices. Published in Great Britain.

STANDARD PROGRESSIVE MATRICES

(SPM)

Standard Progressive Matrices

Author: J. C. Raven

Introduction:

The Standard Progressive Matrices Sets A, B, C, D and E is a test of a person’s capacity

at the time of the test to comprehend meaningless figures presented for his observation, see the

relations between them, conceive the nature of the figure completing each system of relations

presented, and, by so doing, develop a systematic method of reasoning.

The scale consists of 60 problems divided into 5 sets of 12. The scale is intended to cover

the whole range of intellectual development of the subject from young age to the time of testing.

A person’s total score provides an index of his/her intellectual capacity.

The test has a re-test reliability varying, with age, from 0.83 to 0.93. It correlates with the

Terman-Merrill scale, and has been found to have a “g” saturation of 0.82.

For comparative purposes, the Standard Scale is now used internationally, and no general

revision of it has yet appeared necessarily. In 1947, a small correction was made to the original

item B 8. In the same year two derivatives of the Standard Scale were also prepared for further

experimental work and comparative studies. In 1956 the problems of the 1938 series were

rearranged.

Norms and Re-test Reliability:

The SPM has been standardized for representative samples of British people, 6 to 65

years of age.

The re-test reliability of the Matrices Test is low. It reflects the fact that the output of

intellectual activity tends to fluctuate more with age. Scores on the Matrices test reach their

maximum somewhere about the age of 14, remain relatively constant for about 10 years, and

then begin to decline slowly, but with uniformity.

Physical or mental illness does not seriously affect the re-test reliability of the Matrices

test. Usually the test results also agree closely with the person’s intelligence.

Intellectual Capacity and Efficiency:

The Standard Scale is more useful for anthropological, genetic and clinical studies

because an untimed capacity test is more useful for assessing capacity for clear thinking which is

found to vary with health and improve with practice.

The SPM, used as an untimed test, is more appropriate for evaluating children’s

intellectual achievement before the age of 11.

The Individual Test:

The particulars of the person to be tested are filled in on the record form. The person

giving the test opens the book at the first illustration, A. 1, and says: “Look at this (pointing to

the upper figure). It is a pattern with a bit taken out. Each of these bits below (the points to each

in turn) is the right shape to fit the space but they do not all complete the pattern”. He/she

explains why numbers 1, 2 and 3 are wrong and why number 6 is nearly right. He/she then says:

“Point to the piece which is quite right”. If the person does not point to the right piece, the

administrator continues his/her explanation until the nature of the problem to be solved is clearly

grasped.

The person giving the test explains that on every page there is a pattern with a part left

out, and says: “All you have to do is to point each time to the bit which is the right one to

complete the pattern”. As he/she turns to illustration A. 2, he/she says: “They are simple at the

beginning and get harder as you go on. If you pay attention to the way the easy ones go, you will

find the later ones less difficult. Just point of the piece which completes the pattern. Now carry

on at your own pace. See how many you can get right. You can have as much time as you like.

There is no need to hurry. Be careful. Remember each time only one bit is quite right”.

The administrator records the number of the piece pointed to in each test in the

appropriate place on the record form. He/she sees that the pages are turned over one at a time. If

necessary, he guides the person’s attention to each problem in its standard order. Apart from this,

he/she gives no assistance in the method of working, as the standard order in which the problems

are presented provides the necessary training.

The Self-Administered or Group Test

Materials:

A set of test books is required. These can be used repeatedly. Each person requires a

record form and pencil. Illustrations of the record form and test A. 1, drawn twice the original

size, can be used for demonstration purposes. Stencil keys facilitate rapid marking.

Accommodation:

The test can be given to a group of any size according to accommodation.

Approximately one hour must be allowed for each group tested. Persons to be tested are seated

comfortably at tables with room for books and record forms and sufficiently apart to prevent

copying and facing the in-charge. Space is left for supervisors to pass easily between people.

However, when a person does the test by him/herself, they should be seated comfortably at a

table in a quiet room.

Procedure:

Pencils and record forms are distributed. After people have filled in their particulars, the

test books are given out the supervisor gives instructions and makes sure that they are followed.

Supervision:

Supervisors give assistance for up to five problems so people grasp the nature of the

problems. Afterwards they only make sure people record their responses correctly. The times of

starting and ending of the test are noted.

Records and Marking:

If a person makes multiple responses, the last response is considered in individual test

and the extreme right one in group or self administered tests.

The record form is marked with the help of a stencil marking key.

Score – a person’s score is the total number of problems solved correctly.

Discrepancy Score – the consistency of a person’s score is assessed by subtracting his/her

scores on each of the five sets the expected score. The differences can be numerically shown as

follows:

Discrepancies: 0, -1, +2, -2, +1

If a person’s score deviates by more than 2, the total score on the scale is not considered a

consistent estimate of the person’s general capacity for intellectual activity.

Grades – a person is assigned a grade on the basis of his/her score on the test. The grades are as

follows:

Interpretation Percentile for the person’s

age

Grade I Intellectually superior 95th

Grade II+ 90th

Grade II Definitely above the

average in intellectual

capacity

75th

Grade III Intellectually average between 25th and 75th

GradeIII+ greater than 50th

Grade III- less than 50th

Grade IV Definitely below average in

intellectual capacity

At or below 25th

Grade IV- At or below 10th

Grade V Intellectually defective At or below 5th

The SPM Scale does not differentiate very clearly between young children or between

adults of superior intellectual capacity.

PSYCHOLOGICAL TEST REPORT

Interpretation of SPM

Standard Progressive Matrices was administered in the psychological testing lab of Institute of

Applied Psychology University of the Punjab Lahore. The client was 22 years old and he had

average height. When the client appeared in the room he was very relaxed and calm and showed

no sign of anxiety. The client’s behavior was cooperative. He was wanted to perform well on the

test. His mood was normal.

After listening to the instruction, the client completed the whole test by himself. He completed

the test in 36 minutes.

Quantitative Scoring

Administration of the SPM

Showing the Subject’s Score Analysis

Raw Scores Percentile Grade

discrepancies

Obtained

discrepancies

Time Taken

51 82.5th Grade II 0,+1,+1,0,+2 36 min

Qualitative Scoring

The goal of this test was to know intellectual capacity of participant. His behavior was co-

operative. He attained 82.5th percentile and Grade II that is well confirmed with his capacity and

functioning level as he is a student of science. His discrepancy score was 0, +1, +1, 0, +2, which

shows that he attempts the test honestly. The result of SPM can be considered reliable as they

correlate with the subject’s educational background. He is definitely above average in

intellectual capacity.

Reference

Raven, J.C., (1960). Standard Progressive Matrices. London: H.K Lewis and Co.

Ltd.

Psychometric Interpretation Report of Edward Personal Preference Schedule Urdu

Version (1954)

(EPPS)

The psychological test Edward Personal Preference Schedule Urdu version was

administered to Mr.A.A on 2nd December in Psychological Testing lab of Institute of Applied

Psychology, University of the Punjab Lahore. The test taking attitude of the participant was very

relaxed and motivated. He was showing positive attitude for the test and was agreed to fill the

test.

He utilized 80 minute in finishing the test. He did not hesitate or showed any kind of problem in

understanding instructions. According to his reported statement at the end, he told that he found

the test very amazing.

The test was quantitatively and qualitatively scored and the results of the subject in 15

personality variables were scored in the following table.

Quantitative Scoring of the test Urdu Version

The quantitative report showed the different aspects of client’s personality which are as

under.

Variables Trait Obtained Score Scaled Score

i Achievement (ach) 15 61

ii Deference (def) 7 3

iii Order (ord) 24 96

iv Exhibition (exh) 11 31

v Autonomy (aut) 6 3

vi Affiliation (aff) 11 31

vii Intraception (int) 14 54

viii Succorance (suc) 12 37

ix Dominance (dom) 14 54

x Abasement (abe) 14 54

Qualitative Scoring of the test Urdu version

The subject got 61th percentile on achievement which shows that client is slightly a good

achiever. The subject reported 3rd percentile on deference which shows that the client is not

much respectful to his elders. The client got 96th percentile on order which show that the life of

the test taker is very highly ordered. The client obtained 31th percentile on exhibition which show

that the client is not an exhibitioner. The subject got 3rd percentile on autonomy which predicts

that the client is not too much independent. The client got 31th percentile on affiliation which

shows that the client is not much social and does make strong relations with others. The client

got 54th percentile on interception which shows that the client does has some empathetic feelings

to analyse one’s emotions. The subject scored 37th percentile on succorance which shows that the

client does not seek help or encouragement from others. The client got 54th percentile on

dominance which shows that the client has little bit leader like personality and he does want to

influence others. The client scored 54th percentile on abasement which shows that the client does

feel guilty when others do something wrong. The subject got 81th percentile on nurturance which

shows that he does much assist others. The client got 31th percentile on change which shows that

he is not much fond of traveling and to do new things. The subject got 90th percentile on

endurance which highly shows that the subject has enduring character and he does keep on the

working to the end. The client got 99th percentile on heterosexuality which highly shows that he

is highly attracted to the opposite sex. The subject got 1th percentile on aggression which predicts

that the client does not show any sort of aggression.

xi Nurturance (nur) 18 81

xii Change (chg) 11 31

xiii Endurance (end) 21 90

xiv Heterosexuality (het) 27 99

xv Aggression (agg) 5 1

Word Association Test (1910)

WAT

Introduction

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 patient’s psyche, thus providing clues to their unique psychological make-up.

Administration

The word association method is a psychological test intended 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 individual’s 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. 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.

Origin

Word association testing has been used extensively in psychology to access 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.

Generate user-derived categories of inter-term relationships, i.e., the most commonly types of

relationships identified by the majority of the respondents.

Format and Design:

There are different kinds of format of association disturbances:

1. Blocking

2. Object naming

3. Definition of stimulus work

4. Attempted definition

5. Reception

6. Partial repetitions

7. Clang association

8. Phase completion Close reaction paper

9. Preservation

10. Multiword reaction

11. Unrelated reaction

12. Distant reaction

13. Mildly distance

14. Attributes

15. Images

16. Suspected images

17. Self reaction

Scoring

In scoring association reactions for any purpose do not hesitate to give more than

one qualitative score to a reaction. The significance of such reactions for disorganization of

thinking is such as to warrant highlighting the reaction with every score as to applicable to it

and it is reasonable to score only the occurrence of an image.

Interpretation

They have some general interpretative significance as popular responses to the

reaction to stimulus word with a word.

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 that approach. Norms are included in the manual for normal college students and

schizophrenics.

PSYCHOLOGICAL TEST REPORT

Interpretation of WAT

Test Taking Attitude

Word association test was administered in well lighted and ventilated psychological testing lab.

The client was 22 years old and she had average height. Initially the participant appeared in the

room to be relaxed and calm and showed no sign of anxiety. The participant behavior was co-

operative. He was wanted to perform well on the test. His mood was normal. The participant had

no physical illness. He was sitting on the chair calmly and the instructions were given in the

subject according to the manual. After listening to the instructions the participant completed the

whole test by herself.

Quantitative Analysis

There is no any quantitative analysis for WAT.

Qualitative Analysis

As the attitude of the client was during the test was very calm and he also perform well. So the

object on which he scored more as compared to others are: I(Close Reaction Proper),

B(Definition & Attempted Definition) and J(Attribute). 1. Close reactions proper are

outstandingly often encountered in simple schizophrenia and in no other diagnostic category but

even then rarely more than one per case2. Attempted definitions & Definition occur with a very

high incidence in depression and deteriorated unclassified schizophrenics. 3. Attributes appear at

a maximum in chronic and deteriorated schizophrenic, and are common in paranoid conditions.

This test was administered on the healthy person so her intellectual functioning was according to

this test is well. He is not the schizophrenic patient or never has any other disorder.

QUICK-SCORING MENTAL ABILITY TEST

OTIS

Otis Quick Scoring Mental Ability Test

(Arthur S. Otis)

Introduction of the Test:

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

Author and Year:

The author of Otis Quick Scoring Mental Ability Test was Otis, Arthur S. and he created

it in 1937.

Items or Test Material:

The purpose of these three tests in the series is to measure mental ability, thinking power

or the degree of maturity of mind.

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 is desired that the pupils make wide marks, since these

are easy to see.

Administration Procedure:

To administer the forms C and D, of Gamma test, address pupils as follows:

We are going to give you some tests that measure your ability to think. I will pass out the test

papers, as soon as you receive it, do fill your name and age etc. Every pupil is supplied with 2

shaped pencils and eraser. Allow reasonable time to read the first page; test contains 80

questions. You are not expected to answer all of them but do the best as you can. Be careful not

to go so fast that you make mistakes. No questions about the test will be answered after the test

begins. Put a cross in the proper circle so as to indicate the correct answer to each item.

Now take your pencils and start your test. Note the exact time immediately, and write it

on the black board along with the time it will be in exactly one half hour, when the pupils are to

stop work. No questions about the test to be answered by the teacher during the test which might

give the pupils a slightest help in answering the questions. When the pupils have worked exactly

half an hour, the examiner or teacher should say that “Time is up. Everyone stop and close the

booklet. Test papers should then be collected”

Instructions:

Give all directions slowly and distinctly with a pause after each sentence. The test papers

passed one to each pupil, right side up, that is, with 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 pupils

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 and pupil may work undisturbed. When the pupils have worked exactly for

half an hour, the test papers should be collected.

Scoring and Interpretation:

A key for scoring the test in included in each package of tests. When 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

appear 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 pupil’s score. This should be written in the space provided at the top of the title

page. There’s 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.

Psychometric Properties

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 the Otis Higher Examination. 742 pupils

took Gamma and Beta, and 1661 pupils took Gamma and the Pinter Advanced General Ability

Test.

Validity and Reliability

In an article in the Journal of experiment education for March, 1937 Alphonse Chapanis,

of Connecticut state College described an 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 of 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.

PSYCHOLOGICAL TEST REPORT

Interpretation of OTIS

Test Taking Attitude

The subject was relaxed and confident while administering the test. He showed some

hesitation at a very few places and asked a very few questions. He did most of the items on this

test with complete concentration. He had been hesitant regarding mathematics problems but once

he had started doing the test, he showed little signs of confusion.

Quantitative Analysis

Qualitative Analysis

The raw score of the test taker was 46 which are very good and then according to norm

he scored 104. This was his IQ level. His IQ level showed that he was above average and his

mental ability to doing different types of tasks was very high. His result shows that intelligent

level is very much normal according to his age.

RAW SCORE 46

CONVERSION INTO SCALE SCORE Formula: Norms Score = 42

IQ = (Obtained Score – Norm Score) + 100

CALCULATED AND NORMS

COMPARED IQ

IQ = (46-42) + 100

IQ = 104

Reference

Otis, A.S. (1939). Otis Quick Scoring Mental Ability Test. New York, NY: Word Book

Company.

ROTTER INCOMPLETE SENTENCE BLANK (1950)

RISB

Introduction

The Incomplete Sentence Blank is an attempt to standardize the sentence completion

method for use at the college level. Forty stems are given to be completed and then matched with

manuals. A scale value from 0 to 6 is then assigned to the response of the subject.

Author

J. B. Rotter and J. E. Raferty

Year

1950

History

The Incomplete Sentence Blank consists of 40 items revised from a form used by Rotten

and Wilerman in the army. This form was, in turn, a revision of blanks used by Shaur Hutt and

Holzberg at the Mason General Hospital.

Test Material

Test comprises of 40 incomplete sentences. Each statement is provided with an stimulus

word.

The current version of this test has three forms at different levels including High School,

College, and Adult.

Administration Procedure

The sentence completion method of studying personality is a semistructured projective

technique in which the subject is asked to finish a sentence for which the first word is supplied. It

is assumed that the subjects reflect on wishes, desires, fears and his attitudes in the sentence.

Objective and Rationale

The incomplete sentence blank is an attempt to standardize the sentence completion

method for the usage at college level. One aim was to provide a technique which could be used

objectively for screening and experimental purposes. A second goal was to attain information of

rather specific diagnostic value for treatment purposes.

Scoring and Interpretation

Sentence completions are scored from examples in the scoring manuals assigning a

numerical weight for 0 to 6 for each sentence. Overall these are the scoring principles: omission

responses, conflict responses, positive responses, neutral responses and the scoring manuals.

The sentences completed can be interpreted from a corner sense point of view or at

symbolic psychoanalytic level. The kind of material obtained by the ISB is similar to that

obtained by the TAT.

Psychometric Properties

Reliability

The items of Incomplete Sentence Blank were divided into two halves. This yielded a

correlated split-half reliability of .84 when based on records of 124 male college students and .83

when based on the records of 71 female students. Inter-scorer reliability for 2 set of scores

trained by the author was .91 when based on 50 male records and .96 for 50 female records. The

correlation between the two sets of scores was .90.

Validity

The ISB was validated on groups of subjects which did not include any of the cases used

in developed the scoring principle and scoring manual. Validity data was obtained for two sexes

separately since the scoring manual differs the sexes in scoring. The subjects included 82

females and 124 males who were classified as either adjusted or maladjusted. A cutting score of

135 provided a very efficient separation of adjusted and maladjusted students in the data.

The ISB correlated 0.53 with the judges’ rating and 0.40 with a Money Problem Check

List. Biserial correlation between the final ISB scores and treated and untreated groups was 0.50

since the tests were scored blindly by someone who was not aware that the subject was an

experimental case. The results suggest a significant relationship between scores in ISB and

current rating of judges.

Norms

A distribution of scores on the RISB for a representative college freshman population

was obtained by giving the RISB to 299 entering freshmen at Ohio state university. There was no

reason to believe that the sample of 299 was in any way a typical of the much larger total

freshman class. A comparison between the median percentile rank on the Ohio state and the

psychological examination of the sample and of the total freshman population showed a

difference of approximately two percentile points. The agreement between corresponding first

and third quartile points were also very close. It was interesting to find that the correlation

coefficient between the Ohio state psychological examination scores and RISB scores for the

selected freshman sample was only 0.11. This is accord with the general feeling that very little

relationship would exist between intelligence and scores on a personality measure such as the

incomplete sentence blank.

Reference

Rotter, J. B., & Raferty, J. E. (1950). The Rotter’s Incomplete Sentence Blank. New York:

Psychological Corporation.

Report of Rotter Incomplete Sentence Blank

Test Taking Attitude:

Word association test was administered in well lighted and ventilated psychological testing lab

on Mr A.A. The client was 22 years old. Initially the participant appeared in the room to be

relaxed and calm and showed no sign of anxiety. The participant behavior was co-operative. He

wanted to perform well on the test. The participant had no physical illness. He was sitting in the

chair calmly and the instructions were given to the subject according to the manual. After

listening the entire set of instructions carefully, the participant completed the whole test by

himself.

Scoring for English Test

Quantitative scoring

Responses

Obtained scores

Positive

P1 13

P2 11

P3 1

Total positives 25

Neutral 1

Conflict

C1 9

C2 4

C3 1

Total conflicts 14

Total 40

Cutoff score is 135

Qualitative scoring

The cutoff score of RISB is 135.The scoring obtained by the subject is 104 it means that he is

adjusted in his environment.

Achievement Test Report

Achievement Test Report based on item analysis

An achievement test is a test of developed skill or knowledge. The most common type of

achievement test is a standardized test developed to measure skills and knowledge learned in a

given grade level, usually through planned instruction, such as training or classroom

instruction.

An achievement test is designed to measure a person's level of skill, accomplishment, or

knowledge in a specific area. Some examples of achievement tests include:

A math exam covering the latest chapter in your book

A test in your social psychology class

A comprehensive final in your testing class

Teacher made test vs standardized test

A distinction between teacher-made tests and standardized tests is often made in relation to

tests used to assess academic achievement. Ordinarily, teachers do not attempt to construct tests

of general or special aptitude or of personality traits. Teacher-made tests tend instead to be

geared to narrow segments of curricular content (e.g., a sixth-grade geography test).

Standardized tests with carefully defined procedures for administration and scoring to

ensure uniformity can achieve broader goals. General principles of test construction and such

considerations as reliability and validity apply to both types of test.

In order to equip our skills in determining psychometric properties of achievement test, a

systematic attempt was made by construction of a multiple choice item achievement test. In this

reference, some college based classes was accessed; the teacher teaching specific subject was

inquired about the covered content area of certain subjects. He was also probed about the stress

or emphasize that he laid on any particular topic or content area.

On the basis of this feedback and by reviewing the topic covered in past two months a test

blue print achievement test specification chart was constructed. In this specification chart

percentages were assigned to each of the content areas according to the feedback of the teacher.

The teaching objectives were reviewed and subsumed as factual information, application of

knowledge and synthesize or generalization.

I specified 50% factual information, 30% application of knowledge and 20% synthesize or

generalization in specification chart because I selected B.A 4th year class for the administration

of test, 4th year students can generalize and apply their knowledge better than the students who

are in less grades like 9th or 10th class. The students of 9th or 10th class have more factual

information of their content area but they have fewer skills to apply and generalize their

knowledge as compare to the students of 4th year.

For each of the content area according to the computed, percentage item were constructed for

each content area. The achievement test was arranged by randomly shuffling the items. The

finalize achievement test thus arranged was administered to the same class for which for which it

was prepared. The scripts were marked and arranged in descending order of performance.

According to standardized format of item analysis, 33% scripts from the top scorers and 33%

from the low scorers were selected. The item difficulty and item discrimination formula was

used for evaluating the difficulty and discrimination level of each of the item. Acceptance and

rejection of items were finalized.

The computed values were reviewed in detail on the basis of overall review. Certain

categories were developed for classification of items. It was found that items 1,3 ,4 ,6 ,7 ,8 ,10

,14 15,20, 21, 22, 23, 25, 27, 29, 30, 31, 32, 33 and 34 had high difficulty and low

discrimination. The items number 5 and 6 were reflecting low difficulty and low discrimination.

Items 18, 19 and 35 showed average difficulty. The item number 28 showed the average

discrimination. The items falling with in stipulated range were 6, 19, 22, 23, 24, 26, 27, 28, 29

and 35. These were accepted to be retained as it is or with minor revision in the final version of

achievement test. While items crossing beyond the specified range were rejected ( i-e item

number 1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 20, 21, 25, 30, 31, 32, 33 and 34).

This will be discarded as they do not meet the criterion. Item number 8 and 31 revealed negative

discrimination on the basis of computed analysis. Since they are reflecting the high achievers as

low achievers and vice versa; therefore they will straight away be rejected. Thus because of fact

that objective of achievement test is to discriminate high achievers from low achievers, as such

items that do not fulfil this purpose may not be included in the final version of the test. The test

under review and discussion is a preliminary effort in standardization of achievement test. There

is always margin of rigorous revision in the standardization processes of achievement test. This

practical activity provided adequate insight into the process of achievement test development and

standardization. The stages and the steps adopt to conduct the analysis would be repeated unless

a standardized version is developed. Although majority of the items were rejected but this

exercise has provided a fear chance of learning the development of MCQ items according to the

international baseline. It is expected that future efforts in this regard could yield better result.

Thus, this practical exercise has enabled (us) the students to acquire skills related to achievement

test development, content validity determination and item analysis (item difficulty index and

item discrimination index analysis).