Intelligent Test

MEASUREMENT AND EVALUATION
DEFINITION, USES, TYPES AND EXAMPLES OF THE FOLLOWING INSTRUMENTS
APPTITUDE TEST, PERSONALITY TEST, ATTITUDE SCALE, PERFORMANCE TEST,
CHECKLISTS AND RATING SCALE.
BY
UGO KELECHI PASCAL
Matric no: 120312014
MAY, 2014.

Measurement and Evaluation
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1. INTELLIGENCE TESTS:-
Intelligence tests can be defined as psychological tests that are designed to measure a variety of
mental functions, such as reasoning, comprehension, and judgment of a person. They measure the
extent to which an individual’s inborn potential has been modified or developed his or her
environment.
A person’s level of intelligence is known by the level of intelligence quotient. (I.Q.). The I.Q. is a
number that expresses the intelligence of a person. Mathematically, intelligent quotient is
determined by dividing a person’s mental age by his chronological age i.e. the physical age or age
in time. The I.Q. has a mean of 100 and a standard deviation of 16.
Mathematically, I.Q. = M.A × 100
C.A 1
Where I.Q. = Intelligence Quotient
M.A = Mental Age
C. A = Chronological Age
TYPES OF INTELLIGENCE TEST
1. Linguistic and verbal intelligence test (Good with words)
2. Logical intelligence test (Good at mathematics and solving logic problems)
3. Spatial intelligence test (Good with art and pictures)
4. Body and Movement intelligence test (Good at sports and movement)

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5. Musical intelligence test (Good at music and rhythms)
6. Interpersonal intelligence test (Good with people and communication)
7. Intrapersonal intelligence test (Good at analysing things)
8. Naturalist intelligence test (Good at understanding the natural world)
EXAMPLES OF INTELLIGENCE TEST
i. STANFORD – BINET INTELLIGENCE TESTS:-
The modern field of intelligence testing began with the Stanford-Binet IQ test. The Stanford-
Binet itself started with the French psychologist Alfred Binet as a standard way for psychologists
to quickly and easily compare the psychological functions of different people.
The Stanford Binet IQ Test is designed to test intelligence in four areas including verbal
reasoning, quantitative reasoning, abstract and visual reasoning, and short-term memory skills and
it is administered orally. It consists of series of items that may vary in nature according to the age
of the person being tested. An examiner begins by finding the mental age of the individual i.e. the
level at which the person can be able to answer all questions correctly to the level the individual
can’t answer. He does this by asking the individual series of questions and advances progressively
as the individual answers them. When the individual attains to a level he can’t answer a question,
the test is concluded.
ii. WECHSLER INTELLIGENCE TESTS:-
The Wechsler Intelligence Scales are a series of standardized tests used to evaluate
cognitive abilities and intellectual abilities in children and adults. The Wechsler Intelligence
Scales for Children (regular, revised, and third edition) and Wechsler Preschool and Primary

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Scale of Intelligence are used as tools in school placement, in determining the presence of a
learning disability or a developmental delay, in identifying giftedness, and in tracking
intellectual development. The Wechsler Adult Intelligence Scales (regular and revised) are
used to determine vocational ability, to assess adult intellectual ability in the classroom, and
to determine organic deficits. Both adult and children's Wechsler scales are often included in
neuropsychological testing to assess the brain function of individuals with neurological
impairments.
Intelligence testing requires a clinically trained examiner. The Wechsler scales should be
administered, scored, and interpreted by a trained professional, preferably a psychologist or
psychiatrist.
All of the Wechsler scales are divided into six verbal and five performance subtests. The
complete test takes 60-90 minutes to administer. Verbal and Performance IQs are scored
based on the results of the testing, and then a composite Full Scale IQ score is computed.
iii. CALIFONIA TEST OF MENTAL MATURITY:-
The California Test of Mental Maturity provides a comprehensive measurement of the
functional capacities that are important to learning such as problem-solving, and responding
to new situations. Twelve administrative units and measuring various aspects of mental
ability, contribute to a pattern of summary and derived scores such as mental ages,
intelligence quotients, standard scores, stanines, and percentile ranks that are interpreted
within a framework of inter- and intra-individual differences. It serves both survey and
analytical purposes for educators, counsellors, psychologists, and employers in a wide variety
of testing situations.
iv. RAVEN STANDARD PROGRESSIVE MATURITY:-

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This intelligence test was originally invented or introduced by an English psychologist Dr.
John Carlyle Raven. It is often referred to as Raven's Matrices. They are multiple choice
intelligence tests of abstract reasoning. In each test item, the individual is asked to identify
the missing item that completes a pattern. Many patterns are presented in the form of a 4x4,
3x3, or 2x2 matrixes.
TYPES OF RAVEN STANDARD PROGRESSIVE MATURITY
The matrices are classified based in three different forms of Individual of different ability.
They include:
(a) Standard Progressive Matrices: These were the original form of the matrices, first
published in 1938. The booklet comprises five sets (A to E) of 12 items each (e.g., A1
through A12), with items within a set becoming increasingly difficult, requiring ever
greater cognitive capacity to encode and analyse information. All items are presented in
black ink on a white background.
(b) Coloured Progressive Matrices: Designed for younger children, the elderly, and people
with moderate or severe learning difficulties, this test contains sets A and B from the
standard matrices, with a further set of 12 items inserted between the two, as set Ab.
Most items are presented on a coloured background to make the test visually stimulating
for participants. However the very last few items in set B are presented as black-on-
white; in this way, if a subject exceeds the tester's expectations, transition to sets C, D,
and E of the standard matrices is eased.
(c) Advanced Progressive Matrices: The advanced form of the matrices contains 48 items,
presented as one set of 12 (set I), and another of 36 (set II). Items are again presented in
black ink on a white background, and become increasingly difficult as progress is made

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through each set. These items are appropriate for adults and adolescents of above-
average intelligence.
v. CATTELS CULTURE FAIR INTELLIGENCE TEST:-
The Culture Fair Intelligence Test (CFIT) was designed by R. B. Cattell expressly as a non-
verbal test to measure fluid intelligence (GF). Fluid intelligence can be defined as the level of
complexity of relationships which an individual can perceive and act upon when he doesn't
have recourse to answers to such complex issues already stored in memory. The intelligence
test requires inductive reasoning based on a geometric material and its Intended for above-
average intelligent people. The CFIT comprises of three scales: scale 1 for ages 4 to 8 as well
as for mentally retarded adults
USES OF INTELLIGENCE TESTS
1. The goal of intelligence tests is to obtain an idea of the person's intellectual potential
2.To help predict academic achievement and to provide an outline of a person's mental
strengths and weaknesses in school and work setting.
3. Also the scores reveal talents in many people, which have led to an improvement in their
educational opportunities. Teachers, parents, and psychologists are able to devise an
individual curriculum that matches a person's level of development and expectations.
2. APPTITUDE TEST:-
DEFINITION OF APPTITUDE
There are numerous definitions of aptitude based on the psychologist school of
thought or discipline. Some of them include:

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Aptitude refers to those qualities characterizing a person’s ways of behaviour which
serve to indicate how he can learn to meet and solve certain specified kinds of problems
(Psychological coperation, New York, 1963).
It can also be defined as an exam used to determine an individual's propensity to
succeed in a given activity. Aptitude tests assume that individuals have inherent strengths
and weaknesses, and are naturally inclined toward success or failure in certain areas based
on their inherent characteristics. An aptitude test does not test knowledge and it is not a test
that one can study for.
Aptitude is a condition or set of characteristics regarded as symptomatic of an
individual’s ability to acquire with training some knowledge, skill or set of response. (Canice
E. Okoli)
DEFINITION OF APTITUDE TEST
Aptitude tests are those tests that measure an individual’s potential to achieve in a
given activity or to learn to achieve in that activity (Gibson and Mitchell, 1979).
USES OF APTITUDE TEST
1. It is carried out to identify special talent or potential abilities whose development needs
to be encouraged by an individual.
2. To help encourage and guide individuals into areas they are not likely to succeed.
3. To screen individuals for particular educational programmes.
4. To identify student who deserve scholarship award.
5. To provide information that may assist an individual in making educational and career
decision.

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TYPES OF APTITUDE TEST
1 The General Aptitude Test Battery (GABT):- This is a measure of a wide range of
aptitudes and is used in such areas as occupational selection, rehabilitation, and
vocational counselling, the Battery measure nine different general aptitudes using
twelve timed tests, (8 paper and pencil tests). The aptitudes assessment include:
General learning ability, Verbal aptitude, Numerical aptitude, spatial aptitude,
Form perception, Clerical perception, Motor coordination, finger dexterity and
Manual dexterity.
2 The Differential Aptitude Tests (DATs): - These were developed in the US, but
have been standardised for use in Irish schools. The DATs are designed for use in
educational and vocational guidance and are used by school counsellors,
personnel officers, psychologists and all persons concerned with assessing the
intellectual characteristics and educational or vocational aptitudes of adolescents.
The tests are suitable for pre-Junior Certificate to Leaving Certificate students.
They are group-administered tests of cognitive skills, divided into eight subtests.
The subtests are Verbal Reasoning, Numerical Ability, Clerical Speed and Accuracy,
Abstract Reasoning, Mechanical Reasoning, Space Relations, Spelling, and
Language Usage. The tests are typically administered to students in two sessions,
each lasting under two hours.
These tests can be used to help an individual to
a. Choose among educational and career options based on strengths and weakness
B. help an individual understand why they do well or poorly in certain subjects.

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c. Can suggest new career options not previously considered.
d. Change or raise educational and career aspirations.
2. Music aptitude test: - It can only be measured with a valid music aptitude test. Music
teachers’ judgments about students’ musical “talent” are often based significantly on
musical achievement, not the potential to achieve. It is not uncommon, for example,
for students of average aptitude to achieve at a high level as a result of a rich musical
background and dedicated effort. Only a valid music aptitude test can distinguish
between actual achievement and the potential to achieve further. Because many
students with high music aptitude have not had the opportunity to achieve in music, a
music aptitude test can reveal musical potential that might otherwise remain unknown
to those students and their teachers.
3. CHECKLIST:
It is a tool which helps teachers monitor how students are progressing towards proper
behaviour. It also helps them assess learning styles, behavioural difficulties, and special
needs among children. The checklist is typically designed to direct the observer attention to
specific, observable personality traits and characteristics. They direct the observer’s
attention to certain specific traits and provide opportunity for comments on whether the
observed traits are characteristics of the individual.
4. ATTITUDE SCALE

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DEFINITION OF ATTITUDE
According to Oxford Advanced Learners Dictionary, Attitude can be defined as the
way an individual think and feel about somebody or something. An attitude is an
expression of favour or disfavour toward a person, place, thing, or event (the attitude
object). Attitudes is the most distinctive and indispensable concept in contemporary
social psychology. Attitude can be formed from a person's past and present. Attitude is
also measurable and changeable as well as influencing the person's emotion and
behaviour.
ATTITUDE SCALE
This is a measure or assessment used to assess an attitude. Attitude scales provide a
quantitative measurement of attitudes, opinions or values by summarising numerical
scores given by researchers to people's responses to sets of statements exploring
dimensions of an underlying base.
TYPES OF ATTITUDE SCALE
(a) DISGUISED MEASURES OF ATTITUDE: - An attitude scale is disguised if it contains items
that appear harmless to the testee but are designed to bring out information concerning
personal attitudes likely to be withheld by the testee. There is also the ethical problem of
deception as often the person does not know that their attitude is actually being studied
when using disguised methods. The advantages of such indirect techniques of attitude
measurement are that they are less likely to produce socially desirable responses, the
person is unlikely to guess what is being measured and behaviour should be natural and
reliable. Examples of disguised measures of attitude include: -
Information test, perception and memory test and judgement test.

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(b) NON DISGUISED ATTITUDE TEST: - These measures do not hide the purpose of the
assessment. They are in form of attitude scale. An attitude scale is designed to provide a
valid, or accurate, measure of an individual’s social attitude. However, as anyone who has
every “faked” an attitude scales knows there are shortcomings in these self-report scales of
attitudes. There are various problems that affect the validity of attitude scales. However,
the most common problem is that of social desirability. Respondents who harbour a
negative attitude towards a particular group may not wish be admit to the experimenter
(or to themselves) that they have these feelings. Consequently, responses on attitude
scales are not always 100% valid. Examples include social distance scale, Thurstone and
Likert Scales.
(i) SOCIAL DISTANCE SCALE: - Social distance scale is a uniform attitude of an individual or
group towards a class of people. This is the distance an individual indicates exist between
him and the other person.
(ii) LIKERT SCALE: - This Scale was developed by Likert (1932) who developed the principle
of measuring attitudes by asking people to respond to a series of statements about a topic,
in terms of the extent to which they agree with them, and so tapping into the cognitive and
affective components of attitudes. Likert-type or frequency scales use fixed choice
response formats and are designed to measure attitudes or opinions (These ordinal scales
measure levels of agreement or disagreement. A Likert-type scale assumes that the
strength or intensity of experience is linear, i.e. on a continuum from strongly agree to
strongly disagree, and makes the assumption that attitudes can be measured. Respondents
may be offered a choice of five to seven or even nine pre-coded responses with the neutral
point being neither agree nor disagree. In its final form, the Likert Scale is a five (or seven)

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point scale which is used to allow the individual to express how much they agree or
disagree with a particular statement.
(iii) Thurstone scales: The Thurstone scale was propounded by Louis Leon Thurstone in
1928. It is made up of statements about a particular issue and each statement has a
numerical value indicating the respondent’s attitude about the issue, either favourable or
unfavourable. People indicate which of the statements with which they agree and the
average response is computed.
First, you must be very clear about exactly what it is you’re trying to measure. Then,
collect statements on the topic ranging from attitudes that are favourable to unfavourable.
5. PERFORMANCE TEST:
This is a test requiring little or no use of language, the test materials being designed
to elicit manual or behavioural responses rather than verbal ones. Performance tests are
designed to uncover what an individual can do, given the specific test conditions.
Performance task assessment lists are assessment tools that provide the structure
students need to work more independently and to encourage them to pay attention to the
quality of their work. Assessment lists also enable the teacher to efficiently provide
students with information on the strengths and weaknesses of their work. In creating
performance task assessment lists, teachers focus on what students need to know and be
able to do. One result is that teachers can more consistently and fairly evaluate and grade
student work. Information from performance task assessment lists also helps students set
learning goals and thus helps teachers focus subsequent instruction. Parents can also use
assessment lists to monitor their student's work in school and to help their children check
their own work at home.

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TYPES OF PERFORMANCE TEST
(a) The upper-level format (Exhibit 1): - This is used in Junior and high school. It lists the
important elements and provides three columns of lines. On the first column of lines, the
teacher indicates the points each element is worth. Some elements receive more points in
order to focus students' attention on skills in need of improvement. These point values are
based on the objectives of the task or lesson. Some elements receive more points because
they are more important. These point values are determined by the teacher or could be
decided by the class and the teacher together.
(b) The elementary format (Exhibit 2): - It is used for children in the upper primary grades
(3rd–5th). It lists several important elements of the graph and describes three levels of
quality for each: terrific, OK, and needs work. Just as with the upper-level format, students
are provided with the assessment list up-front and shown models of excellent graphs
appropriate for this age level. This format also asks the students to assess their graphs
over-all and justify that opinion based on the details discovered through element-by-
element self-assessment.
(c) Primary grades (Exhibit 3): Used in lower primary Classes Student self-assessment and
teacher assessment are parts of the format of the elementary and primary assessment lists
as well. These children colour the face and draw hair or a hat on the face that represents
the quality of their work—terrific, OK, or needs work. The teacher indicates agreement or
disagreement and talks with the child about his work and self-assessment.

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USES OF PERFORMANCE TEST
(a) Getting information from an individual or student on his level of participation in the
following areas (finding, completing, counting, collecting, reading, listening, defining,
describing, identifying, listing, matching, naming, observing, recording, reciting,
selecting, scanning)
(b) Working with the information (comparing, contrasting, classifying, sorting,
distinguishing, explaining why, inferring, sequencing, analysing, synthesizing,
generalizing, evaluating, making analogies, making models, and/or reasoning)
(c) Using information for a purpose (informing, persuading, motivating)
(d) Using information to craft a product/presentation (speaking, debating, singing, writing,
surveying, designing, drawing, computing, constructing, demonstrating, acting out)
(e) Using information to communicate with specific audiences (such as peers, younger,
older, informed, uninformed, friendly, hostile, apathetic, homogeneous, or diverse
groups).
6. PERSONALITY TEST: -
Personality can be defined as the affective or non – Intellectual aspect of behaviour.
Personality test is the measurement of personal characteristics. Assessment is an end
result of gathering information intended to advance psychological theory and research
and to increase the probability that wise decisions will be made in applied settings (e.g.,
in selecting the most promising people from a group of job applicants). The approach
taken by the specialist in personality assessment is based on the assumption that much
of the observable variability in behaviour from one person to another result from

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differences in the extent to which individuals possesses particular underlying personal
characteristics (traits). The assessment specialist seeks to define these traits, to
measure them objectively, and to relate them to socially significant aspects of
behaviour. Personality tests provide measures of such characteristics as feelings and
emotional states, preoccupations, motivations, attitudes, and approaches to
interpersonal relations. There is a diversity of approaches to personality assessment,
and controversy surrounds many aspects of the widely used methods and techniques.
TYPES OF PERSONALTIES
(a) Extraversion - How “energetic” one is. People, who score high on this factor like to
work in cooperation with others, are talkative, enthusiastic and seek excitement.
People who score low on this factor prefer to work alone, and can be perceived as
cold, difficult to understand, even a bit eccentric.
(b) Agreeableness - One’s level of orientation towards other people. Those who score
high on this factor are usually co-operative, can be submissive, and are concerned
with the well-being of others. People who score low on this factor may be
challenging, competitive, sometimes even argumentative.
(c) Conscientiousness - How “structured” one is. People who score high on this factor
are usually productive and disciplined and “single tasking”. People who score low
on this factor are often less structured, less productive, but can be more flexible,
inventive, and capable of multitasking.
(d) Neuroticism - Tendency to worry.
People who score low on this factor are usually calm, relaxed and rational. They may
sometimes be perceived as lazy and incapable of taking things seriously. People who
score high on this factor are alert, anxious, sometimes worried.

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(e) Openness to experience and tendency to be speculative and imaginative.
People who score high on this factor are neophile and curious and sometimes
unrealistic. People who score low on this factor are down-to-earth and practical and
sometimes obstructive of change.
USES OF PERSONALITY TEST
i. To identify psychological disorders in individuals.
ii. To determine an individuals the level of social interaction and acceptance
iii. To understand actions and reactions of individuals to certain situations
iv. To determine Educational Successes.
7. RATING SCALE:-
The rating scale is one of the oldest and most versatile of assessment techniques.
They enable an observer to systematically observe an individual and to record those
observations. Rating Scale provides a list of Characteristics of observable behaviour or
attitude.
TYPES OF RATING SCALE
Numerical rating scale that deals with numbers and Graphic rating scale

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REFERENCES
Akinboye, J. O (1996) Psychological foundations of education in Africa: Stirling holding
publishers.
Asaad, Et al (2004) Measurement and Evaluation: Rex Book store Inc.
Canice, E. O. (2005) Educational and psychological measurement: Department of
Educational Foundations, University of Lagos.
Oni, A (2012) Foundation reading in Education
Kenneth D. H. (1998) Educational and psychological measurement and evaluation
Kizlik, B. Ph.D. (2012) Measurement, Assessment, and Evaluation in Education: The
University of Michigan.
Oxford Advanced Learners Dictionary, 7th Edition.

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