3. The same questions and/or tasks are required of
each test-taker
The same information is provided to each test-
taker immediately before and during the test
Each test-taker has the same amount of time
allowed to take the test
Responses are scored in the same way

4. For this reason, standardized tests are often also
referred to as large-scale assessments

5. In practice, large-scale testing has led to some limitations.
In theory, standardized tests are not limited to any
particular assessment approach. They just need to be
standard in their approach.
But in practice, standardized tests usually use easy-to-
score and easy-to-administer kinds of items, such as
multiple choice and short answer. This is because of the
large-scale in which they are used and the cost and
complication of scoring other more complex forms of
student work.

6. Reliance on multiple-choice items limits the
depth at whicha test can probe for students’
understanding and thinking.
This is one reason why standardized test scores
should not be the only measure of a student’s
knowledge and performance.

7. • There are two major types of
standardized tests

8. Standardized
test
Achievement
test
Aptitude test

9.  Achievement tests
(designed to measure students’ specific knowledge
and skills).
 Examples include: California Achievement
Tests, Stanford Achievement Tests, Comprehensive Tests
of Basic Skills, Iowa Tests of Basic Skills, Metropolitan
Achievement Tests.

10. • Aptitude tests
(designed to predict how well students are likely
to perform in another setting—like college).
 Examples include: SAT (Scholastic Assessment
Test) and ACT.

11. • There are two major ways of
scoring

12. Norm-referenced Test (scoring is based on
comparing a student’s score to that of other
students)
Criterion-referenced Test (scoring is based on
how well the student has mastered the content
of the test).

13. Intelligence is the global capacity of a person
to act purposefully, to think rationally, and to
deal effectively with his environment.

14. • First intelligence test was introduced in1905 by Alfred Binet
• The important of IQ was introduced by William Steon in 1912.
• IQ= MA X 100
CA
Now varieties of test are available for assessment of
intelligence based on IQ
1. Individual/group test
2. Verbal/nonverbal/performance
3. Speed/power test

15. The Stanford-Binet Intelligence Test
The standford-Binet intelligence test is a standardized test that
assess intelligence and cognitive abilities in children and adults aged
2-23
Wechsler Preschool and Primary Scale of Intelligence
The Wechsler Preschool and Primary Scale of Intelligence (WPPSI) is
an intelligence test designed for children ages 2 years 6 months to 7
years 3 months

16. Binet-Kamat Test of Intelligence
Indian adaption by Kamat. This is for 3 years to adult
Malins Intelligence Scale for Indian children
Indian adptation by Malin adapted the original scale of Weschler’s
intelligence scale for childrens. This is for 16b years of age.
Bhatia’s Battery of performance test of intelligence
Indian adaptation Bhatia. It is for the age of 11 years and above

17. Wechsler Adult Intelligence Scale (WAIS)
The Wechsler Adult Intelligence Scale (WAIS) is a test designed to
measure intelligence in adults and older adolescents
Wechsler Intelligence Scale for Children (WISC)
The Wechsler Intelligence Scale for Children (WISC), developed
by David Wechsler, is an individually administered intelligence test
for children between the ages of 6 and 16 inclusive that can be
completed without reading or writing. The WISC takes 65–80
minutes to administer and generates an IQ score which represents a
child's general cognitive ability.

19. Aptitude tests measures or assess the degree
or level of one’s special bent or flair

20. • Types of Aptitude testing

21. Specialized Aptitude tests
Mechanical
Musical
Professional and
Scholastic

22. • Mechanical Aptitude tests
Mechanical tests is to test sensory and
motor capacities and abilities of an individual
in order to assess his chances of success in
mechanical pursuits.

23. Minnesota mechanical assembly test
Minnesota spatial relations test
The revised Minnesota power form board(1948)
Bennet tests of mechanical comprehension
S.R.A. mechanical aptitude test
Mechanical aptitude test battery by Dr. A.N. Sharma
(published by National Psychological Cooperation, Agra)
A battery of mechanical aptitude tests (Hindi) prepared by
mano-vigyanshala,Allahabad

24.  Musical Aptitude tests
These tests have been devised for discovering
musical talent.
Eg: Seashore measure of musical talent

25. Professional Aptitude tests and Scholastic
Aptitude tests
Test have been designed for the selection of students
for admission to specific courses or professions

26. The American council of education scholastic aptitude
test(ACE)
Scholastic aptitude test (SAT) developed in U.S.A
Standard scientific aptitude test by D.L. Zyve
Science aptitude test (after secondary stage) N.I.E. Delhi
. Moss scholastic aptitude test for medical students.
Tale legal aptitude test
Pre-engineering ability test (Education Test Service, U.S.A)
Minnesota engineering anagogical test

27. Teaching aptitude test by Jai Prakash and R.P
Shrivastav,university of Sauger (M.P)
Teaching Aptitude Test by Moss, F.A & others, George
Wasington university press
Teaching aptitude test battery(Hindi) by Dr R.P Singh &
S.N Sharma(published by National Psychological
Cooperation, Agra)

28. 1. The General Aptitude Test Battery(GATB)
Developed by the Employment Service Bureau of U.S.A
The GAT has proved to be one of the most successful
multiple aptitude batteries particularly for the purpose of job
classification.
2. Differential Aptitude Test (DAT)
Developed by U.S psychological corporation, has been
adapted in Hindi for use in India by S.M.Ojha
DAT has proved very successful in predicting academic
success and has been found specially useful for providing
educational and vocational guidance to secondary children

29. Comprehensive ability battery-developed by
Sheridian psychological service USA
Guilford-Zimmerman aptitude survey

30. Personality is the sum total of activities that can be
discovered by actual observations over a long
enough period of time to give reliable information

31. Observation
Situational test
Questionnaire
Personality inventory
Rating scale
Interview

32. 1. The Rorschach Inkblot Test:
Developed by Harmann Roeschach
2. TAT or Thematic Apperception Test
Introduced by Henry Murray to measure the need for achievement
Fully developed by for the assessment of personality with the help of
the psychologist C.D Morgan
It consists of thirty pictures which portray human beings in a variety of
actual life situation
CAT –Children’s Apperception Test
Developed by Dr. Leopold Bellak.. Its for children between three
and ten years.
4. Word Association Test
5. Sentence completion Tests

33. One frequent use of standardized achievement tests is to
identify students who perform below, at the same level,or
above their peers. That is, the utility of achievement test
results in the screening process is in identifying students
who need further assessment.

34. Wechsler Individual Achievement Test (WIAT)
Kaufman Test of Educational Achievement (KTEA)
Woodcock-Johnson Tests of Achievement (WJ)

35. Interest as feeling of liking associated with a
reaction either actual or imagined, to a specific
thing or situation

36. Checklist
Verbal
Non-Verbal
The wide range interest opinion test
Guest picture interest inventory
Reading-Free vocational interest inventory

37. Attitude denotes the sum total of man’s inclination
and feeling, prejudice, pre-conceived
notions, ideas, fears, threats, and convictions
about any specific objects.

38. 1. Remmer’s master type test
Development generalized scale to measure attitudes
towards any one of class of attitude, objects such- school, subject
and vocations
2. Likert type scale
The statements are tasted that reflect favorable and
unfavorable attitude about an object.
3. Teachers attitude test(national psychological corporation agra)
The purpose of the scale is to measure the attitude of practicing
and prospective teachers towards teaching profession

39. Thank you