Bombay Hospital

College of Nursing

Standardized
Tools of Education

Submitted To:
Mrs. Shirley Joseph, Vice-principal
Submitted By:
Mrs. Minakshi Tagare, 1st Year M.Sc. Nursing
Submitted On:
7th January 2019
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CONTENTS

Aim ........................................................... 2
Objective .................................................. 2
Introduction ............................................. 3
Intelligence Test ....................................... 4
Aptitude Test .......................................... 10
Interest Test ........................................... 13
Personality Test ...................................... 14
Achievement Test ................................... 18
Socio Economic Status Scale ................... 19
Mental Abilities Test ............................... 20
Physical Ability Test ................................ 21
Summary ................................................ 22
Recapitalization ...................................... 22
Conclusion .............................................. 23
Assignment ............................................. 23
Research Reference ................................ 23
Bibliography ........................................... 24
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Aim
To acquire adequate knowledge regarding standardised tests and tools of Education

Objective
The report focuses on –
 Define standardised test and tools of Education
 Enlist the purposes of standardised tests
 State the characteristics of standardised tests
 List down the types of standardised tests
 Explain the types of tests in detail
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Standardized test has certain criteria of testing to meet the objectives It is known as
standardized test.
Introduction
Definition
“It is defined as a systematic procedure find out the answer to the same question with
uniformity direction time limit and performance should observed one to one and
compare the result it is known as standardized test”
Purposes of Standardized Tests
1. It is based on objective in this test can assist common achievement of individual
performance like personality interest, intelligence, aptitude etc.
2. It is developed by professional experts and it provides reliability and validity
3. It is based on individual capacity
Characteristics of Standardized Test
1. It should be fixed.
2. It is specific direction for administering and scoring the test
3. It consists of standard content and procedure
4. It provides standardized frame of reference determining Individual performance.
5. It is constructed by the expert or specialist
6. It covers broad/wide areas of objectives and content
7. Procedure of administration is standardised
8. Tests should have clear direction and should be motiving
Standardized Test:
It deals with quality measurement with validated question-standardized tools are
• Test of intelligence
• Aptitude
• Interest
• Personality
• Achievement
• Socioeconomic status scale
• Test for mental and physical abilities
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Intelligence Test

Definition:
“The aggregate or global capacity of an individual to act purposefully, to think
rationally and to deal effectively with his environment” - David Wechsler
“Intelligence is the ability to give responses that are true” - Thorndike

Types of Intelligence:
 Mechanical Intelligence:
Mechanical Intelligence It is the skill to manipulate tools and gadgets and
in managing the working of machines
 Social Intelligence:
It means understanding of people and the ability to act wisely in human
relationships
 Abstract (or general) Intelligence:
It is the ability to handle words, numbers, formula and scientific principles.
A person with abstract Intelligence can discover relations among symbols to
solve problems

Tests of Intelligence:
French Psychologist, 'Alfred Binet' the father of intelligence test construction
movement
 Based on number of individuals to be tested
o Individual tests-one individuals are tested at a time
o Group tests-group of Individuals are tested at a time
 Based on the form of test
o Verbal tests use language or paper and pencil
o Non-verbal tests-for example, performance test
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Types of Intelligence Tests

(a) Individual Intelligence test
 Verbal Method: The individual can answer through to verbal way such as
reasoning memory and numerical abilities.
 Non-Verbal Method: Non-verbal method is deals with diagram and picture. This
test free from language barriers and do not require reading skill non-verbal test
can administrate illiterate, literate foreign and natives
 Performance Test: It is one of the non-verbal tests but is assess the subject
(person) e.g., assembled a pattern of assembly animal picture
(b) Group Intelligence test
 Verbal Method: Same as Individual screening but subjects screened in a group
 Non-Verbal Method: It type of test is not applicable in group (performance test
is not applicable in group)
Previously used and now discontinued tests
o Alpha Army Test - For literate group intelligence test is called Alpha Army
test. The test measured "verbal ability, numerical ability, ability to follow
directions, and knowledge of information"
o Beta Army Test - For illiterate group intelligence test is called Beta Army
test. The use of demonstration charts to convey the instructions to the
persons being examined

Scientifically Designed Intelligence Tests

 Wechsler test
 Wechsler adult intelligence test scale (WISE) (Age – 16 to 80)
 Wechsler intelligence test scale for children (WISC) (Age – 5 to16)
 The Stanford Binet intelligence scale
 Ravens progressive matrix
 Vineland social maturity scale
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Scientifically Designed Intelligence Tests

Wechsler test
Test details: Each test consist of verbal scale and performance scale verbal scale.
Individual verbal tests: 30 items were prepared graded for different age levels on a
scale the tasks to be performed by the test varies from simple manipulation
It is an individual test used as verbal scale (6 sets) and performance scale (5 subset)
simultaneously.
Wechsler assist the intelligence through the verbal scale Involving used of word,
concepts and numbers. It consists of six subtests
1. Test of general Information
2. Test of general Comprehension
3. Test of Arithmetic reasoning
4. Test of Digit Span
5. Test of distinction between Similarity
6. Test of Vocabulary
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Information:
In this test ask general knowledge and assess the individual information status
objects
 Comprehension:
Are deals with more abstract questions e.g.: nature of necessity of laws of
Arithmetic: It is deals with problems solving method and measure by scoring e.g.
986-8
 Digit stand:
The subject is required to repeat for backward series of numbers e.g.: 6, 4, 3, 9
increasing numbers by backward or forward.
 Similarities:
The subject is asked to identify Pattern similar
 Vocabulary:
The meaning of the words must be given

Performance (scale) test have 5 sub tests i.e.

 Picture arrangement test - given mixed up sets of
pictures to that tell sensible strong
 Picture completion test - find out the missing part
 Object assembly test - assemble the object to the
complete one (arrange complete object Block design)
 Block design test - Block is a coloured block to
produced picture according to given pattern
 Digit symbol test - arithmetic procedure to find out the
answer of digit value
𝐼𝑄= 𝐴 (𝑚𝑒𝑛𝑡𝑎𝑙 𝑎𝑔𝑒) /𝐶𝐴 (𝑐ℎ𝑟𝑜𝑛𝑜𝑙𝑜𝑔𝑖𝑐𝑎𝑙 𝑎𝑔𝑒) 𝑋100
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Stanford Binet test

It can useful for 2 years to superior adults up to 45 years. It is very effective only to 16
years.
For Adults this test result is not accurate or satisfactory
 Verbal test: Reporting digit, defining the word answering question, sating
similarity and UNIT 6 differences and naming object.
 Performance test drawing circle or spiral, building wooden box, folding paper in
certain way and pictures. This test is known as intelligence test IQ
𝐼𝑄= 𝐴 (𝑚𝑒𝑛𝑡𝑎𝑙 𝑎𝑔𝑒) 𝑋100/𝐶𝐴 (𝑐ℎ𝑟𝑜𝑛𝑜𝑙𝑜𝑔𝑖𝑐𝑎𝑙 𝑎𝑔𝑒)
95% belongs to low IQ and only 5% belongs to high
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Raven’s Progressive Matrix

It based on ability to identify spatial
relationship with object. This test used for 6 to
65 years.
This test can assist through the matrix for
children colour box and for adult black & white
colour. From the matrix find out missing piece or
ordinary pattern to find out 6 to 8 often on the
same page.
For this test there is no time limitation but
normally consider for 20 min. It can administrate
many people at time It can be given to the
people with handicaps.

Vineland Social Maturity Scale

It assesses one’s maturity status in a given situation. But it is not primarily an
intelligence test. This test asses subject through the parents, neighbours, nurse etc.
Score recorded in form of SA (social age) or SQ (social quotient)
Uses:
1. To assess the individual social behaviour
skills and relationship.
2. To assess the social maturity behaviour
3. It is applicable in medical field
4. Measuring general learning ability "Ability
to catch or understand instruction and
underlying principles, the ability to reason and
make judgments closely doing well in school
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Aptitude Test
An aptitude is a component of a
competency to do a certain kind of work at a
certain level, which can also be considered
"talent”.
Aptitudes may be physical or mental. It refers to
those qualities characterize a person's' way of
behaviour which serve to indicate how well he
can learn to meet and solve a certain specified
kind of problem

Meaning
 Aptitudes means ability or a skill or a potential
 While intelligence is a measure of general ability aptitude is a special ability
 It is the special fitness for a special ability such as mechanical, musical, artistic or
scholastic
 Aptitudes is neither completely inborn nor acquired.
 It is the outcome of both heredity and environment.
 Aptitudes are talent potentials but can be improved by training in environment

Aptitude Testing
 Measure or assess the degree or level of one's special orientation
 Aptitude tests are used as diagnostic or identifying tools
 A Person who has aptitude for a skill needs only a minimum training for
development
 Aptitude tests that used to help to predict success in some course of study are
called scholastic aptitude tests (SAT).
 The differential aptitude test (DAT) developed by George K. Bennett, Harold G.
Seashore and Alexander measures verbal reasoning, numerical ability, abstract
reasoning, spatial relationships, mechanical reasoning and clerical ability
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There are a wide variety of aptitude tests such as:

 Verbal: Measures critical verbal reasoning
 Numerical: Significant in banking, insurance and mainly Finance
 Clerical: These tests are designed to measure speed and accuracy as well as
the eye for it identifying mistakes.
 Sensory: This test is for people where coordination of colour, sound and
visual accuracy is important such as textiles, interior decoration, automobile
industry, etc.
 Spatial ability: These types of tests are generally for those who choose a
career in space such as astronauts' or related careers.
 Mechanical ability: candidate can interpret and solve problems related to
mechanical faults, engineers are usually game for the mechanical ability test.
 Diagrammatic dexterity: This implies testing of logical reasoning using
pictures and diagrams intend of test or numbers

Types of Aptitude Tests

 Specialized (SAT): In specific field or activities
 Generalized (GAT): divided to subtypes
o Mechanical tests
o Musical aptitude test
o Art judgement test
o Professional apt tests: teaching clerical, med, law research etc.
o Scholastic aptitude tests in difficult courses of instruction
 Differential (DAT)

1. Specialized (SAT):
Introduced in 1926, its name and scoring have changed several times; originally
called the Scholastic Aptitude Test, it was later called the Scholastic Assessment
Test, then the SAT I: Reasoning Test, then the SAT Reasoning Test, and now,
simply the SAT.
Widely used for college admissions worldwide
The SAT has four sections:
1. Reading, 2. Writing and Language, 3. Math (no calculator), 4. Math
(calculator allowed)
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2. Generalized (GAT): divided to subtypes

Mechanical tests: Combined motor and sensory capacity testing and perception
of spatial relation
 Asking the subject to put together the parts of mechanical devices
 Asking him to replace cut-outs of various shapes
 Solving geometric problems
 Questions concerning the basic information about tools and their uses
 Physical and mechanical principles
 Clerical Tests: needs perceptual ability to register and no with speed and accuracy
Intellectual aptitude test (ability to grasp meaning) Motor ability (ability to use
various tools
 Musical Tests: To discover musical talent Discrimination pitch, intensity of loudness,
time interval, rhythm, tone memory
 Aptitude for graphic art: To discover talent for graphic art 2 natures
 Scholastic: For selection of students

3. Differential (DAT): To measure different aptitudes of the subject using the different
aptitude test battery DAT.
Materials
o Differential aptitude tests battery booklet
o Answer sheets
o Key and norms
o Stop clock
o Writing materials
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Interest Test
Interest tests are also known as interest inventories.
Interest tests or interest inventories measure a
person's preferences and motivations, including what types
of activities a person enjoys, the products he or she are most
likely to purchase and motivational factors such as things
that make an individual feel happy versus neutral.

Interest assessment
The Strong Interest Inventory (SII) is an interest
inventory used in career choice assessment. It also
frequently used for educational guidance.
The test was developed in 1927 by psychologist EK
Strong, Jr. to people retiring the military find suitable
jobs. It was revised later by Jo-Ida Hansen, and David
Campbell. The modem version is based on the typo
(Holland Codes) of psychologist John L. Holland.

The Strong Interest Inventory (SII)

The newly revised Inventory
consists of 291 items, each of which asks
you to indicate your preference from five
responses.

The test can typically be taken in 25

minutes after which the results must be
scored by computer. After scoring an
individual can then view how their
personal interests compare with the
Interests of people in a specific career
field.
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Personality Test
Personality is the total quality of an individual's behaviour as it is shown in his
habits of thinking, in his attitude, interests, his manner of acting and his personal
philosophy of life.
There are three basic factors or variables
 The internal aspects of the individual: The basic drives, the physiological
systems, glands and inherently physical features.
 The social and material stimuli to the individual: These modify and direct
individual impulses and needs. It includes the influence of the family and other
groups
 The reactions or behaviour or conduct which results from the interaction of the
individual and the stimuli
Definition
“The aggregate of the physical and mental qualities of an individual which will
interact and function in characteristic fashion with the environment.” Taylor
(1982)

𝑃𝑒𝑟𝑠𝑜𝑛𝑎𝑙𝑖𝑡𝑦 = (𝑖𝑛𝑛𝑒𝑟 +𝑜𝑢𝑡𝑒𝑟 𝑐𝑖𝑟𝑐𝑢𝑚𝑠𝑡𝑎𝑛𝑐𝑒𝑠)/𝐸𝑛𝑣𝑖𝑟𝑜𝑛𝑚𝑒𝑛𝑡

Personality Assessment
Personality is complex characteristic and difficult to measure because of
 It is not a thing but an idea
 It is not static and changes time to time
Five basic personality factors
1. Extroversion 2. Consciousness 3. Agreeableness 4. Neuroticism
5. Openness to experience
Characteristics of Personality Tests
 Long
 Paper and pencil test but offered in Digital Format
 No right or wrong answers
 Contains questions in forced choice format rather than free responses
 No clear questions
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Personality Assessment Methods

 Observe how one individual behave in actual life situation
o Observation technique
o Situation techniques any assignments
 What an individual says about him
o Subject Autobiography
o Question-Response /personality inventory
o Interview
 What others say about the individual e.g. Case history, Biography, Rating scale,
Sociometry
 How an individual reacts to an imaginative situation
 Techniques by which one can determine same personality variables in terms of
physiological responses by measuring instruments e.g.: lie detector

Personality Assessment Methods

 Observation method
Interview - 1. Structured, 2. Unstructured
Body language observed (Expressions and posture, Appearance, Speech)
 Questionnaire method (Written Method - For Merge Personality)
Easy to assess. Developed by Goode and Hatt.
Assess both Qualitative and Quantitative information

Personality Tests
 MMPI: Minnesota Multipurpose Personality (Distinguish normal to abnormal)
o Dr. Murthy HN of NIMHANS reduced into 100 items called multipurpose
questionnaire
o MMP1 Score – 9 Clinical areas (Hypochondriasis, Depression,
Psychosynthesis, Hypomania, Schizophrenia, Social work skill, Individual
Social, Psychosomatic Disorder
 MMP2: Revised MMPI 1989 by Butcher
o 82 Written + 154 New Times- 704 items. 566 selected
 MMPI-A: Adolescent (Kids) Form of MMPI
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Projective technique
 What is inside a person than what is can be.
 To find out feelings, deep desires and inner thoughts

Rorschach Ink Bloat Test (Swiss Psychologist – Herman Rorschach 1920)

o Test uses ink 10 different ink boats vary in
colour which must be descried
o Test make use of people’s tendency to
make up stories

Thematic apperception Test (TAT) (By Henry A Murray 1938)

o Through Projective technique assess their unconscious behaviour (hopes,
ambitions, repressed desires and feelings) studied. These studies assess total
personality.
o Patients/Subjects tells stories, experiences related to pictures
o Areas of TAT – Family, Motivation, Inner Fantasies, Level of aspiration, social
relationship, Feeling of sex: urge
Sentence Completion Test
o Subject completes sentences like; I like ---, My mother always---, the problem
with me is ---
o Advantages – Identify inner wishes, desires and conflicts
Draw Test – Basic test to identify creativeness
o Draw a person. From picture size, quality and colouring can be identifies their
own emotional excitement
California Personality Test – (G. Cough 1975.)
o Consists of 480 items in that 178 items derived from M. It consists social,
educational and vocational issues
Myers Briggs Test
o Assess Introvert and extrovert personalities
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Achievement Test
An achievement test also known as teacher made 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.

Definition
“a systematic procedure for determining the amount a student has learned
through instruction”

Characteristics of Achievement test

 Based on learner ability
 Shows objectivity of individual performer
 Identify the teaching and learning process problems and prognosis.
 Produce evidence of improvement.
 Identify individual abilities with the supporting events

Steps of achievement of test construction

 Step I Formulate the objective. Starting the objectives in terms of achievement
to be verified.
o Spelling out the actions
 Step II Determine the purpose of testing
o Determine the test specification
o Selecting appropriate type of questions (teacher responsible)
o Preparing relevant (test) item
o Assembling the test
 Writing and arranging the test item
 Give the instruction how to attain the question
 Administering the test
 Scoring the test should be done objectively
 Appraising the test or item analysis (e.g.: which question in
attaining mostly)
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Socio Economic Status Scale

Identify economic status in society.
Kuppuswamy, Socio-economic status scale the variety of method classified the
population and provide appropriate information by the national program.
He studied to assist the consumer price index for industrial (CPE-IW) worker and
the status of the society. Based on this study he created different type of scale
 CPI-WI 1976296
 CPI - WI- 1998405
 CPI-WI- 1982100
In India there exist various scales like B.G Prasad, Pareekh scale, Kuppuswami scale,
Tiwari scale and Agarwal scale.
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Mental Abilities Test

It is a process test to identify current mental status of the person.
It consists of GAB (General aptitude of behaviour)
1. General appearance and behaviour
2. Speech
3. Mood and affect
4. Thought Perception
5. Higher MFT (Neurological test)
6. Judgment and Insight

Purpose
1. To identify current status for mental activity
2. To get adequate information about higher mental function
3. To diagnosis and to provide adequate nursing and professional care

Denver Developmental Screening Test (DDST)

In 1967, first introduced in Colorado University and Revised by University of
Medical Centre California year of 1992
Purpose of DDST
 To identify the developmental delay in preschool (3 to 6 years)
 To assist neurological function and to detect neurological problem like cerebral
palsy
 To detect the problem in early infancy like growth and academic and social
problems relationship)
This test DDST includes 4 points
1. Social and personal item
2. Fine motor function
3. Language
4. Gross motor function development
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Physical Ability Test

Typically test applicants on some physical requirement such as lifting strength, rope
climbing, or obstacle course completion.
Various pieces of exercise equipment, candidates must show: Overall endurance
 Grip strength
 Trunk strength
 Dynamic arm power
 Dynamic leg power
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Summary
We have learned about
 Define Standardized tools of education
 Purposes of Standardized tests
 Characteristics of Standardized tools
 Intelligence Test
 Aptitude Test
 Interest Test
 Personality Test
 Achievement Test
 Socio Economic Status Scale
 Mental Abilities Test
 Physical Ability Test

Recapitalization
 Define Standardized tools and write down the characteristics of standardized
tools
 List down the various standardized tests
 Describe in detail the intelligence test
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Conclusion
Standardised tests are those tests which are constructed by individual or by a group of
individuals and are being processed and universalised for all the situations and for all
the purposes.

Assignment
Write down the socio-economic status scale in details.

Research Reference
Research Title: Selecting Standardized Tests in Nursing Education
Authors: Cheryl L. Mee, Virginia J. Hallenbeck
Publication: Journal of Professional Nursing
Volume 31, Issue 6, November–December 2015, Pages 493-497

Abstract:
Nursing faculty frequently utilize or consider the use of nationally standardized
tests to evaluate nursing student performance and their potential to pass the
National Council Licensure Examination (NCLEX)© after graduation. There is
little literature available to advise and guide nursing faculty in criteria to
consider when selecting a standardized testing company to assess student
readiness for NCLEX. The intent of this article is to share criteria to consider
when evaluating a standardized test or testing program that has been gathered
through an informal survey of faculty who are currently using standardized tests.
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Bibliography
 Nima Bhaskar, “Textbook of Nursing Education”, EMMESS Medical Publishers,
2nd Edition, Page Number 245-263
 R Sudha, “Nursing Education Principles and Concepts”, JAYPEE Brothers Medical
Publisher, 1st Edition, Page Number 198-206
 BT Basvantappa, “Nursing Education”, JAYPEE Brothers Medical Publisher, 2nd
Edition
 Marlyn Oemann, “Evaluation and Testing in Nursing Education”, 4th Edition
 www.wikipedia.com