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100% found this document useful (4 votes)
11K views26 pagesIntelligence Test
psychology testing
Uploaded by
rakhee mehtaCopyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
/ 26
REVISED
MANUAL OF DIRECTIONS
FOR
SAMOOHIK MANSIK YOGYATA PARIKSHA
(1/61)
{ A Group Test of Intelligence for Adults }
By:
Dr. R. K. Tandon, M.A., Ph.D.
Reader & Head of the Deptt. of Psychology
K.G.K. College, MORADABAD
[ All Rights Reserved | < cm \ A a
an eee gen OT Nt
aaa A gs AE
AE ag FO ARE
Introduction
Intelligence testing has a long past but shor history, Is old heritage is referred tothe days of
Vedas in India when individuals were
ed in face to face discussion for assessment of abilities
In China too, competitive examinations for selections held some 4000 years back. However, the
scientific work on intelligence t
the last quarter of the I
ing started only a hundred years back. In the beginning, towards
last century, attempts were made to construct psychological tests of simple
‘mental functions. The real credit goes to Alfred Binet of France, who was first io measure intelligence
using a suitable scientific test in 1905.
Since the days of Binet quite a good number of intelligence tests have been constructed in
almost every country of the world including India, Such tests are now abundantly used for purposes
varying from simple identifications to vocational selection, sometimes an Intelligence test is used
alongwith other psychological tests, Where other psychological tess are not available, intelligence
tests serve as the best single criterion,
In general intelligence tests are classified in two different ways. Firstly on the basis of test
‘materials used, they are classified as, verbal, non-verbal and mixed types: and secondly on the basis,
of administration, they ae divided into individual and group types. Besides these a few other
‘classifications are in currency, namely, age-scale and point-scale; omnibus and battery types: and,
inventive and selective types. Each of these types serve some definite purpose and have their own
‘merits and limitations. The result is that persons belonging to any category and of any age range, can
be measured as far as their intelligence is concerned.
‘The exact nature of intelligence has been a disputed topic. People accumulated quite a good
‘number of definitions. But it was unfortunate that no two definitions agreed in themselves. Some
called it as an ‘ability to lear’ (Buckingham 1921), some said itto be an‘ability of adjustment’ (Stern
1914); while others referred it as ‘an ability of abstract thinking’. (Terman 1921). Sometimes it was
defined to be a global capacity measuring several abilities jointly (Wechsler 1939). Psychologists
like Spearman (1972), Thomson (1948), Thurstone (1974) and Vernon (1951), took recourse t©
statistical analysis of the results of intelligence testing. They proposed their theories on the nature of
‘intelligence.
Inspite of these controversies on the nature, intelligence could be measured quite efficiently,
‘Some psychologists compared the nature of intelligence with the nature of electricity. As electricity
‘can be measured accurately without knowing:its nature, similarly, it was pleaded that intelligence
‘could be measured precisely.
a3
ew
e (4)
In India the year 1925 marks the development of intelligence testing when Pal (1925) did some.
work at Dacca. He was soon followed by Maiti (1926), Chatterjee (1927), Rice (1929) and Gupta
(1936). They constructed Binettype tests. Manry (1927) constructed first group tests on intelligence
and was followed by Menzel (1935). Kumaria (1936), Mohsin (1938), Jalota (1934, 1936, 1937,
1954) and Kamat (1951)
‘Sohan Lal (1948) marked the frst testing in Uttar Pradesh. In 1941, he prepared a verbal group,
test of intelligence for age 11+, Another attempt, first ofits kind, was made by Bhatia (1955) by.
Preparing a battery of performance test of intelligence. Then a series of intelligence tests were
‘constructed and standardized by Jalota (1965) with his team of researchers namely, Pillai (1954),
‘Tandon (1957), Joshi (1959) and Pande (1961),
‘The town of Moradabad owes several work to its credit in the field of intelligence testing. A few
citable researches are Tandon (1952, 1955, 1956, 1958, 1961, 1962, 1963, 1964, 1965, 1970), Latika
(1962), Shankdhar (1963), Deo (1964). Kapoor (1964), Batia and Tandon (1964),Chopra (1965),
Shaheen (1967), Mehrotra (1972) and Agarwal (1973),
Description of Test
‘The test 1/61 form is a Hindi translation of the Group Test of General Mental Ability (20/52). It
is named as Samoohik Mansik Yogyata Pariksha. It is a spiral onnibus type of verbal group test
‘containing 100 questions. Four to five alternatives to the questions have been provided to make the
scoring objective and fool-proof. The hundred items have been distributed over nine subtests, namely,
‘Number Series, Mathematical Instructions, Following Instructions, Vocabulary Similars, Vocabulary
Opposites, Classifications, Best Answers, Analogies and Reasoning. All the items have been arranged
in increasing order of difficulty. For practice ten additional items have been provided in the beginning.
The test is meant for literates of Hindi areas above 16 years. Itis in use at seveal educational
and research institutes in India. Since 1962, the test has withstood quite a couple of researches at
Moradabad and ourside resulting in some valuable information on its reliability and validity.
‘The test isin reusable booklet form providing answer-sheets.Itis simple in administration and
scoring besides its very moderate cost in use even on hundreds of cases,
Sample
The test in its present form has been administered on more than 1500 students reading in
Moradabad town and outside it belonging to classes from Intermediate to post-graduate. However,
for preparing norms only 1428 cases have been considered consisting of students of Arts, Science
and B. Ed. Since, the scores ofthe test haye been showing fairly normal distribution, the applicability
of the test on wider population is advocated. (8)
Reliability
ability of present test has been calculated withthe help of two methods namely, spit-half
method and Kuder Richardson formula no. 20. With the fist method, the reliability coefficients
range from .59 to .99 on different groups, giving an average of .91. The other method yields a
coefficient of 85. These values have been confirmed again and again in serveral subsequent studies,
by Misra (1971), Garg (1972), Mathur (1972), Mebrotra (1972a), and Chadda (1973).
Validity
To get information regarding validity of the test, the form 1/61 has been correlated against
‘Samoohik Mansik Yogyata Pariksha (4/51) by Jalota yielding a value of 60. Further, a coefficient of
‘80 has been obtained by correlating it agains its original form in English namely, Group Test of
General Mental Ability (20/52) by Jalota and Tandon. This test has also been correlated against
college examination marks giving coefficients from 23 to .79 on nine different subtests. In one
study (Mehrotra 1972a) the whole test gives a correlation of .57 against college examination marks
of Land II year students. Lastly, this test has been found highly saturated with factor (Tyagi 1972,
Chadd 1973). Thus, the present testis suitable for measuring general intelligence of college adults.
Administration
“The test 1/61 form is an a reusable booklet form, The answers of the questions are given on the
answer sheets prescribed for the purpose. The test proper is given for 20 minutes only. Another 20
to 25 minutes are needed in explaining objective ofthe est, questions for practice, distributing and
collecting anser sheets and filling up the preliminaries. Hence, the test can be conveniently conducted
sn class room situations in a period of 40 to 45 minutes, Besides, it can also be conducted on individuals
at any suitable place.
“The test should not be administered on Targe groups. A group of 30 to 40 students should be
taken ata time. The examiner should see fist that the testees ae seated comfortably and that they
tave their pens or pencils for writing It is alays beter to go t the clas rooms with one or {Wo
helpers, who may assist the examiner in dsibuting and collecting test booklets and answer sheets
and explaining the difficulties in initial stages.
“The examiner should st is workin the class with a brief introduction on testing, The helps
establish rapport wil ete which iets hem to give fro und fll expression of
their abilities, After tis, the answer sheets should be distributed among the testes, giving one 10
cach. The tesces should be asked to fil up the preliminaries given on the tp ofthe answer she
snc toon as the prelims ompleed tert booldets shoo be dsebud while testes shod (6)
ter the distribution is complete, the booklets should
1e examinees. This should be
Jhould insure that the
unless told to do s0. Af
rein should be read out to ths
-xaminer sI
be asked not to open thet
and the directions given thet
amples given for practice. Th
be opened
followed by explaining all the
~ answers given on the answer sheets. It should be emphasized th
ects and that no writing work isto be,done,on tne ts) booklets,
‘ode of answering, and all of their doubts have
while the examiner shoul
hat all the answers
testees check t!
are to be written on the answer s
After the examinees have understood clearly the ms
asked to start their work Id keep record of
been removed, they should be
time,
“The examiner should take frequent rounds in the cla
amitate or cheat and thatthe testees do not have difficulties in the procedure of answering, If any
question is dificult to their type of knowledge, they shouldbe asked to Jeave that questi9® for the
‘The examinees should be least engaged in
gs to insure that there is no attempt £0
time being pending revision on completion in time.
conversation while the work of answering is in progress.
‘As soon as 10 minutes are complete, it should be announced "10 minutes more’ and after. 15
minutes 'S minutes more’, All the test booklets and answer-sheets should be collected soon after the
‘watch strikes 20 minutes. No extra time should be given to any one.
Scoring
‘The answer-sheets are scored with the help of stencil key prepared for this purpose. The key
contains digits showing corect answer to each question. The key should be placed on the answer
‘sheet in a manner that the question numbers are properly covered and the answers written on the
sheet are tallied. Wrong answers should be crossed out, preferably with red ink or peneil and one
‘mark should be allotted to one correct answer. No marks are to be given to skipped questions or
‘wrong answers. The total of all the correct answers give the total mark obtained by a subjects.
‘These marks are called raw scores.
we st
ow
For easy and meaningful interpretations of raw scores, three tpes of norms are provided in the
tables 1 t0 3. By consulting table no. 1, raw scores can be interpreted either in terms of Z-scores Or
scores or Deviation LQ. Table no. 2 provides centile norms from which raw scores can be
an reas bi raw score of 71 can be converted into percentile of 99 explaining.
eee superior cases, Table no, 3, meant to give descriptive grades directly from
‘aw scores, For example a raw score of 78 indicates very superior intelligence in this table.
Thus a raw score can be interpreted in any of the manners indicated above.
Norms (7)
TABLE |
Norms in Terms of Standard Scores
(Z-Score, TScores and Deviation LQ.)
oO a of ie Scores Scores Scores 1Q.
a aot e oe 6 4 4 a!
4 3 3 105
a 4 S Lia 1 st 102
& ao 86 154 40 mi 9 98
a 14 4 151 8 =a a 95
3a 3 149 36 4g) 4 o4
y 3 81 147 u 6, “4 ol
6 22 np 144 2 -8, a 88.
14 28 8 1422 30 Boer 41 8%
2 26 18 139 2B abe Re) 8
0 24 4 16 26 -13 7 80
68 23 B 135, 4 -14 36 yD
ra 2 1 132 2 a 16
oF 19 oO 129 2 -18 32 B
62 18 68 127 18 “19 EY m
0 16 6 124 16 2.1 2» 6
3 1 oo 121 4 28: un ood
a ii a 120 R 24 126 on
a a a 7 10 2.6 yg 61
4 3 = 114 8 28 eee 38
50 8 58 112 6 2 at 2
8 6 56 - i q Percentiles
BSBER RS B
2
90
88
86
cy
82
80
B
76
4
nR
8)
TABLE 2
Centile Norms
Raw Percentiles
Percentiles
Score
in 30
46
46 xe 2
(9)
TABLE 3
7-Grade Norms
Grades Raw Scores Description
1 77 and above Very Superior
ul 651077 Superior
im 531065 Bright Average
Iv 290 53 Average:
o 170 29 ‘Dull Average
NI St017 Inferior
vil Below 5 Very Inferior
References
Agarwal, S. (1973): A Study of Medical Aptitude and other Psychological Variables associated with
Proficiency in Medical Examinations of U.P,, Thesis submitted for Ph. D. in ‘Psychology to the
Agra University.
shatia, C. M. (1955). Performance tests of Intelligence under Indian conditions, Bombay : Oxford
University Press.
‘hotia, H.R. and Tandon, R. K, (1964). Construction and ‘Standardization of Performance Tests of
Intelligence for ages 3 to 10, Project Report, NCERT, New Delhi.
buckingham (1921). Intelligence and its ‘Measurement, J. Edn, Psychol.
Group Test of General Mental Ability
Cha . A Studs of Reliability and Validity of @
ae : Library, K.G-K. College, Moradabad.
(1/61), Unpublished M. A- Project Report, Department
‘Test for College Freshman, Indian J. Psyche.
Chatterjee, G. C. (1927): Intelligence
Chopra, S ‘a965), Standardization of Ve is K.GX, Cllege Library, Moradabad
*
a7, (2)44, (3)33, (4)38, ©). 4 is
62
63,
65,
67.
SE
Give the sum of smallest and the middle one
(1)6, (2) 10,
\Wrich one ofthese the is deren yo rest 2
(1) Telephone, (2) Messenger,
ofthese numbers :2, 5,8
13, (15
than the Poles ane he
' ie ate ose pri tn te
Ihe Germans ate less spore tan tho English andthe Fone te toe nee ae
‘ 950 9FOUpS is the most sporive aocordngo he werden
eet ome ines Omen Oman
Qbsnexs ee ace (3) Madrasi, (4) Gujarati, (5) Maratha.
DE wae ME ME ee
Le
Onn fs Oe
Re ees, otmronten came
(1) Showing, (2) Publishing, (8) Pointing, (4) Expressing, (5) Observing.
Reckless is to hasty as cautions is to
(1) Champion, (2) Brave, (3) Wise, (4) Slow, (5) Air-mail.
Criminals are punished because
(1) it restores the violated dignity of law. (2) the criminals are wasters.
(3) they tried to hide their crimes. (4) on suffering punishment they begin to repent.
‘The Sun-lightis brigherthan the gas-light. The electric ightis brighter than the candle-tight. tthe
noon-lightis brighter than electricfgfitand sun-lightis brighterthan the moon-ight, which one ot
these is the brightest-light ?
(1) Sunlight, (2)Gas-light, (3) Electric-light, (4) CandeHlight, (6) Moonlight.
Indicate means the opposite of
(1) Delicate, (2) Complex, (3) Simple, _(4)Intrinsic, (6) Intriguing.
Day is to rest as night is to
1) Dream, (2) Tired, —_(3)Doctor, (4) Work, (5) Cure.
coreee before C, write the figure 5, Butif Lcomes after Fthen write the figure 7, otherwise write
1 6, Or 7.
Picture is to music as seeing is to
(4)Posters, (5) Evenings.
(raring. out. (0 tat oes ot
1) Movies,
‘omes after D, then write figure
ite the figure 3.
h one of hese five is different from eee a ears.
n ft lest of these
: voc te arodst and mul the result by the Smallest ol
5:5, 8,3. (ay16, (6)39.
1 2), a
a 6.9, (umber comes next ? (6)13.
12 (2)10, Oe
(15, f. Which one of thasefve is lifer
(ipeedng, qacting, C)Sinaing, seeding, (6) Pring:
2, Reverence moans the opposite of
(innerence, 2) Cacbederen(®) Reverie, (4)Dishonour, (6) Reference
183, Oputence means the same as
Chpopuove, 2) Oveque, _ (2)Generosty, (4) Wealth, (6) Slence
‘94, Which'one of these ve is different rom the rest?
Accepting, receiving, (3)Giving, _(4) Obtaining, (5) Buying.
a PAE, 2 Reeve ae Stut Peomes belo Nien witete sows 7-unees
W Teomes afer W. then vee write te igure 6, ofarefee write the figure 6
6, 25, 8, 7.
86. Whith one of these five is citferent trom the res.
Cyseenlag: | @toping, | Giresting, 4) Weting, © ©) MRT
7, Shoot #2 workshop as student sto
(i) Teacher, (2)Fittr, (3) Mechante,_ (4) Apprentice, (©) ogee,
30 (ete sane ate whic muted by ne number one lass han ves a Proms
‘greater by anetnan 18.
as (2)6, 5, (410, 3
189, Dog'is to horse as Kennel isto
(1) Puppy. (2) Chai (@ Mare, (4) Race, (6) Stable. f
90, Salienet means the same a
(1) Satine, {@) Lonient, (2) Merciful, (4) Outstanding, (5) Aggreeable-
01, Ugliness is fo charming as beauty is to
(1) Youth, {@Attractive, (@)Repulsive, (4) Distracting, (5) Aggressive.
22. Hyaroeloctre projects are popular, now days because
(@) people wish to use electrical appliances. (2) itis possible to build very high dems:
(a) young men can easily learn electricity. (4) coal-mining is distactetul to eos,
0 rene ena C.D and E, were empoyed in a cetan fed. The of A‘sm was fied ath
Fe Ot ed was two tos as fax! as D's speed, but loss than C's speed, i Bs soase
Car et ers cet as Asm speed, and BYE times as fast as E'sm speed, who was the laslat
worker?
A @B, ec, @p, @E.
94. Subtle means the same as
(1) Shred, (2) Mysterious, (3) Seldom, (4) Mobile, (5) Shaky.
25, ere before Linen write igure 3 butt M comes after G then write the figure 6, unless
‘Comes after Lin which case wre the figure 8
3, (2)4, (38, 6.
96, Cricket is to hurdling 2s team iso
(1) Spon, (2) Individual, (2) Racing, (4) Captain, (5) Umpire.
97, $053, 6,5, 7,.. What numbers comes next ?
6, (2)5, 4, 8, 7.
98, Wary means the opposite of
(2)Hairly,
(1) Foothardy,
3 for certain purchases |
| went to the market
the cost ofthe book is four times than the cost of
ris three-fourth of the Di-cycle. I the pen's cost is more
bi-oyele. the cost of the car
‘cycle and two-third of the book, Which of
(1) Book, (2) Radio,
increase of Rs. 100/-
(1) Lower than,
(3) Warring,
(3)Bl-cycle,
4100.4 Salary of Rs. 200/- with a hait-yearly increase of Rs. 50
(2) The same as,
, (4) Sanguine, (6) Dependent
I purchased a pen, a book, a radio, a brcyeleand aah
1 ako, but two times, as much as the costofthe
than the Be
these is that cheapest article ?
ac (5) Per
is a Salary of Fis. 400/- wit
ith a yearly,
(8) Higher than,
THE END Group Test of General Mental Ability
Dr. S.S. Jalota
Nam Saat
ate of sith CITTTTIT] «= Age: Yee] mts] Gondor : Mate[] Female]
Clas Faculty: At ]Science []commerce []tectnicat C]
Institution Pia
‘Area : Urban] Rurat{]
Total Score| [\wentat Age in Month
Chronological Age in Months|_]
is + 100 = 100
CA ‘check
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BEBREBRERSSSSSSSESESSSRER Manual of Directions
For
THE GROUP TEST OF GENERAL MENTAL ABILITY
Scale for Adults
1, A Poi
EST PROPER is tried for 25 minutes only. Another 20 minutes are usually
The
required for seating the candidates, the distribution of the Test Answer Sheets, the
explanation of examples andthe later collection of the test materials, So this test can
be given in an average school/college period of 45 minutes. A teacher with the help of
vo assistants can easily test a group of 20-25 students. About 4 helpers would be
needed to deal with a larger batch of about 40 candidates. (Take one extra-copy each of
the test booklets and answer sheets for the Examiner, besides the number required for
the given batch of examiness).
The assistants should be assigned convenient positions in the room, whence they
can look after the requirements of the testees near to them. They should preferably
undergo the testing procedure once. Their main duties are (i) to distribute the Answer
Sheets and the Test Booklets; (i) to assist the weaker candidates that cannot understand
the instructions and point out to them the correct way of filling the particulars, ete. on
the Answer Sheet; (iii) to collect the Test Booklets and the Answer Sheets as soon as
the tests finished. (iv) They have also to be ready with spare pencils and sharpeners, to
help such candidates as may need this assistance. In general they should give the
impression of genuine sympathy for the examinees to do their best
When the candidates have been seated comfortably (each with desk space of about
24-27 inches), the examiner should give a brief introductory talk in a sufficiently loud
and un-hurried voice indicating the general purpose of the test.e. g. "This testis meant
to find out your general mental ability. This will help us in improving your education
Itmay also be necessary to point out that the results of this test will in no way influence
their normal class promotions, etc. After the introductory talk is over, the Examiner
(orE) should say, "Now we will distribute the Answer Sheets to you." He and his assistants
should quickly distribute the answer sheets to their allotted candidates.
When all have received the Answer Sheets, E. should pick one Answer Sheet and
¥y pointing to the top. "Please write down your name, class, ete. in the proper place on Led
the answer sheet". In case some extra information is required, or some items are not
required, specific directions shouldbe given). Allow acouple of minutes The assistants
retild help those who hesitate, or enquire. (During this period the Test Booklets should
te arranged in convenient piles for distribution by the assistants and E.)F should take
4 look round; hand over the booklets to the assistants, and say aloud, "Now we will
distribute these booklets to you, please do not open them until you are told After E
has returned to his place, and all booklets have be
n distributed : E. should pick up one
Booklet and opening the same, say, "Kindly open the test-booklets. (Show round the
page with Directions. Pease rea to yourself, as Tam reading alould." "Do not winte~-<
iAfier reaching “as fast as you can.” take a pause, and say "On
wgain we remind you, Do
