Stanford Binet Intelligence Test

The StanfordBinet Intelligence Scales (or more commonly the Stanford-Binet) is an individually
administered intelligence test that was revised from the original Binet-Simon Scale by Lewis M.
Terman, a psychologist at Stanford University. The StanfordBinet Intelligence Scale is now in
its fifth edition (SB5) and was released in 2003. It is a cognitive ability and intelligence test that
is used to diagnose developmental or intellectual deficiencies in young children. The test
measures five weighted factors and consists of both verbal and nonverbal subtests. The five
factors being tested are knowledge, quantitative reasoning, visual-spatial processing, working
memory, and fluid reasoning.

The Stanford Binet, Fifth Edition (SB5) is an individually administered assessment of

intelligence and cognitive abilities. It is appropriate for examinees ages 2 through 85+ years.
The complete scale consists of 10 subtests: 5 verbal and 5 nonverbal. It takes 15 - 75 minutes
to administer depending on the scale administered. Differences in this edition include: five
factors rather than four (fluid reasoning, knowledge, quantitative reasoning, visual-spatial
processing and working memory). Half of the subtests use a nonverbal mode of testing. New
Items include very low and very high discriminating items. The SB5 may be used to diagnose
development disabilities, to research clinical and neuropsychological assessment, abilities, early
childhood, special education placements, adult social security and worker's compensation
evaluations. It provides information for interventions such as individual family plans, individual
educational plans, career assessment, work transition, career change, employee selection and
adult neuropsychological treatment. It may be useful in a variety of forensic contexts. It has
been used to diagnose mental retardation, learning disabilities, developmental cognitive delays
in young children, as well as placements of students in school programs for the intellectually
gifted. The examiner must be professionally trained and certified. Reliability and validity are
discussed.

Fifth Edition (SB5) is based in the schooling process to assess intelligence. It continuously and
efficiently assesses all levels of ability in individuals with a broader range in age. It is also
capable of measuring multiple dimensions of abilities (Ruf, 2003).

The SB5 can be administered to individuals as early as two years of age. There are ten subsets
included in this revision including both verbal and nonverbal domains. Five factors are also
incorporated in this scale, which are directly related to Cattell-Horn-Carroll (CHC) hierarchical
model of cognitive abilities. These factors include fluid reasoning, knowledge, quantitative
reasoning, visual-spatial processing, and working memory (Bain & Allin, 2005). For every verbal
subtest that is used there is a nonverbal counterpart across all factors. These nonverbal tasks
consist of making movement responses such as pointing or assembling manipulatives (Bain &
Allin, 2005). These counterparts have been included in order to address the language-reduced
assessments in multicultural societies. Depending on age and ability, administration can range
from fifteen minutes to an hour and fifteen minutes.

The fifth edition incorporated a new scoring system, which can provide a wide range of
information such as four intelligence score composites, five factor indices, and ten subtest
scores. Additional scoring information includes percentile ranks, age equivalents, and a change-
sensitive score (Janzen, Obrzut, & Marusiak, 2003). Extended IQ scores and gifted composite
scores are available with the SB5 in order to optimize the assessment for gifted programs (Ruf,
2003). In order to reduce errors and increase diagnostic precision, scores are obtained
electronically through the use of computers now.

Rosenburg Self-Esteem Scale

The Rosenberg self-esteem scale (RSES), developed by sociologist Dr. Morris Rosenberg, is a
self-esteem measure widely used in social-science research. It uses a scale of 0-30 where, and
a score less than 15 may indicate a problematic low self-esteem.

The RSES is designed similar to social-survey questionnaires. It is a ten-item Likert-type scale

with items answered on a four-point scalefrom strongly agree to strongly disagree. Five of the
items have positively worded statements and five have negatively worded ones. The scale
measures state self-esteem by asking the respondents to reflect on their current feelings. The
original sample for which the scale was developed consisted of 5,024 high-school juniors and
seniors from 10 randomly selected schools in New York State. The Rosenberg self-esteem
scale is considered a reliable and valid quantitative tool for self-esteem assessment.

The RSES has been translated and adapted to various languages, such as Persian, French,
Chinese, Italian, German, Portuguese, and Spanish. The scale is extensively used in cross-
cultural studies in up to 53 different nations.

Self-Directed Search (SDS)

Holland (1985, 1997) states that career choice must be consistent with the personal
characteristics of the individual. He pointed out that when there is a matching between
personality type and the type of environment, the individual is more likely to be successful and
satisfied with his career. Holland describes a vocational behaviour can be explained by the
interaction of personality with environment (Holland, 1985, 1997). An individual is said to be
trying to find a work environment that is consistent with his personality because the environment
provided the opportunity to use the skills, abilities that are held. All of this being an intrinsic
rewards that reinforce the positive characteristics of a worker. The individual will demonstrate
motivation, satisfaction, performance, productivity and remain longer in employment (Holland,
1985, 1997). Hence, Hollands theory emphasizes matching individuals with jobs.

John L. Holland suggested four assumptions in the theory, namely:

i. All individuals can be categorized into six types of personality, which is realistic,
intellectual, artistic, social, industrial and conventional

ii. There are six types of models of the environment is closely linked to six types of
personalities.

iii. Individuals explore nature that allows them to develop the skills, attitudes, values and
personality.

iv. Individual behaviour is determined based on the interaction between personality type
and characteristics of the environment.

Holland postulated that vocational interest is an expression of ones personality, and that
vocational interests could be conceptualised into six typologies, which are Realistic (R),
Investigative (I), Artistic (A), Social (S), Enterprising (E), and Conventional (C). If a persons
degree of resemblance to the six vocational personality and interest types could be assessed,
then it is possible to generate a three-letter code (e.g., SIA, RIA) to denote and summarise
ones career interest. The first letter of the code is a persons primary interest type, which would
likely play a major role in career choice and satisfaction. The second and third letters are
secondary interest themes, and they would likely play a lesser but still significant role in the
career choice process

There are number of career tests or instruments that can be used as a career assessment
profile in order to obtain a comprehensive planning and selection of a career. These
psychological instruments in the form of inventory, allows an individual to evaluate themselves ,
including interests, values, and personality traits in relation to career fields of interest and what
to get involved later.

Self- Directed Search (SDS), which was created in 1971 by Holland based on Vocational
Preference Inventory [ VPI ] , an inventory that assesses personality career . SDS can be
considered as a catalyst to stimulate the person concerned to make active career exploration.

For Holland, SDS has two functions as follows:

a. assessment instruments , and

b. Career interventions, also known as simulated counselling

SDS is a career inventory are self-governance that can be taken online. Based on the scores
obtained, the interpretation will be made by experts for the purpose of preparing a detailed
report. This report is sent to the person concerned for further action.

SDS scores based on six human personal style, also known as career themes, namely:

Realistic ( R ) ;

Investigative ( I) ;

Artistic ( A) ;

Social ( S ) ;

Initiative ( E ), and

Conventional ( C )

About RIASEC: The Six Types

The six types described by Holland are collectively referred to as RIASEC. Here is a definition of
each one along with a list of compatible occupations.

Themes Explanation Possible occupations include

Realistic Realistic people are practical, athletic, Farmer, forester, firefighter, police officer, flight
mechanically inclined, nature lovers engineer, pilot, carpenter, electrician, diesel
The Do-ers and concrete. They like to do things mechanic, locomotive engineer, truck driver
such as play a sport, work outdoors, and locksmith.
 tinker with machines/vehicles, tend or
train animals, operate tools and
machines or read a blueprint. They are Values hold: Tradition, practicality, common
hands-on types of people. sense

A realistic person prefers concrete

tasks. He or she likes working alone or
with other realistic people.

Investigative Investigative people are inquisitive, chemist, mathematician, meteorologist,

The Thinkers analytical, logical, curious, introspective,
scholarly and observant. They like to
think abstractly, do research, perform lab
experiments, work independently and be
challenged.
Artistic The They like to create things, and usually
Creators extroverted.
Artistic people are creative, imitative,
unconventional, sensitive, emotional and
innovative. They like to write, sketch,
draw, paint, work on crafts, express
themselves creatively and attend theatre
and art exhibits.
Social The Social people are friendly, helpful,
Helpers outgoing, cooperative, patient,
empathetic and kind. They like to work in
groups, help people with problems, serve
others, mediate disputes and plan and
supervise activities.
He or she tends to be concerned with
social problems and wants to help others
biologist, dentist, physician, veterinarian,
pharmacist, medical technician, architect,
surveyor and electrical technician
Values hold: Independence, curiosity, learning
Dancer, book editor, art teacher, clothes
designer, graphic designer, comedian, actor,
disk jockey, composer and musician.
Values hold: Beauty, originality, independence,
imagination
Possible occupations include counsellor,
parole officer, social worker, dental hygienist,
nurse, physical therapist, teacher, librarian and
athletic trainer.
Values hold: Cooperation, generosity, service
to others

Enterprising Enterprising people are self-confident, Auctioneer, sales person, travel agent,
The Persuaders persuasive, adventurous, popular, recreation leader, judge, lawyer, city manager,
extroverted, talkative and popular. They sales manager, bank president, TV
like to lead a group, persuade others, be newscaster, camp director, hotel manager, real
elected to office, have power or status estate agent and school principal.
and start their own service or business.
Values hold: Risk-taking, status, competition,
Enterprising people tend to lean toward influence
leadership roles. They are willing to take
on challenges and are extroverted. They
can be aggressive as well.

Conventional Conventional people are well organized,
The Organizer conscientious, efficient, orderly, practical,
systematic, structured and polite. They
like to define procedures, work with
numbers, type or use shorthand and
collect or organize things.
Court clerk, secretary, bookkeeper, bank teller,
post office clerk, mail carrier, typist, title
examiner or timekeeper.
Values hold: Accuracy, stability, efficiency
Different peoples personalities may find different environments more to their liking. An
individual may have some interests in and similarities to several of the six groups, they may be
attracted primarily to two or three of the areas. These two or three letters are Holland Code.
For example, with a code of RES you would most resemble the Realistic type, somewhat less
resemble the Enterprising type, and resemble the Social type even less.

The types that are not in your code are the types you resemble least of all. Most people, and
most jobs, are best represented by some combination of two or three of the Holland interest
areas.

Sidek Noah

Popular and well-known inventories created by Prof. Dr. Sidek b. Mohd Noah are:-

Sidek's Occupational Value Inventory (SOVI)

Sidek's Personality Inventory (SPI)
Sidek's Career Interest Inventory (SCII)
Colour Personality Inventory (CPI)

All these tools except for CPI were established and created on 1987, and CPI was established
on 1996.

SOVI is highly recommended for:-

Identifying the main job value in an individual. Let the person discover his or her own
main occupational value that will then match with the career they are trying to choose/
change.
Assisting employer in providing suitable tasks and job based on the employees' main job
value, and during promotion.
In assisting the educational organisation to identify and matching students with the right
courses to increase satisfaction, improve performance, and adding positive value among
the students.
Picking the right job/career/course to enroll in university based on their occupational
value.
SPI and SCII is highly recommended for:-

College and universities in identifying and choosing suitable candidates who are
planning to pursue their study in special courses or programs at the institution.
Employer who wanted to improve the performance of its staffs by clearly provide staff
profile, successfully match job allocation with the right persona, or to promote the
targeted employee in much suitable post or task based on the employee potential and
performance.

CPI is highly recommended for:-

For counsellor in guiding purposes and counselling of clients.

For psychologist, consultant, and individuals that wanted to improve their communication
efficiency
For leaders, mentors, coaches, in improving leadership efficiency.
For couples who are having problems in marriage and relationship and trying to improve
it to safe the marriage.
For parents in identifying right method of raising children and identifying their potential
and speciality.
For researchers and individuals that are doing research in social science, in learning
more about human being and their personality.
For individuals who wanted to know of themselves.

Advantages and Disadvantages of Using Inventories

Career tests and assessments can provide information that might take years to get any other
way. Some of them measure interests, others aptitudes, and yet others measure values. They
can deliver an objective message about what part of a persons behaviours or personality might
get in the way into choosing a career or readiness for the future undertakings. These inventory
results may help them be ready for the challenges ahead. These inventories or psychological
tests may also point out strengths they can leverage more deliberately and consistently.

Benefits using inventories them in schools

i. Career assessments are designed to discover the skills, aptitude and talents of students.
ii. Helpful in assessing the areas in which students/children have strengths and where they
are weak.

iii. Useful in helping to choose a career that is in tune with their goals and talents.

iv. Several types of assessments have been proven to introduce more career options,
increase satisfaction in ones career plan and increase the understanding of oneself (Prince et
al., 2003).

v. Enables one to make the best career decision to grow both personally and professionally.

vi. Counsellors can guide students on how to go about planning their career to achieve
professional success.

Problems using inventories

i. The results of individual career assessments provide targeted information that may not
address a particular individual's needs.

ii. Counsellors may not have formal training to interpret the results correctly and usefully.

iii. Many of the tests are based on the persons view of himself or herself, who are often not
clearly aware of their own strengths and weaknesses (they may have natural blind spots).

iv. Students are not always good at accurately describing their own behaviour. They tend to
over or under estimate certain tendencies (especially ones that are viewed as socially desirable)
while underestimating other characteristics. This can have a serious impact on the accuracy of a
personality test.

v. Tests can also be quite long, in some cases taking several hours to complete. Some
students can quickly become bored and frustrated and will often answer questions as quickly as
possible, often without even reading carefully the test items.y. The test will take most five to ten
minutes to complete.