ACKNOWLEDGEMENT

It gives me immense pleasure to express my feelings of heart for Ms. Priyanka Bhardwaj Faculty of KRCHE College, Narela for her unflinching interest, visionary interaction, constant encouragement and innovation to complete the task of standardized test.

My special acknowledgement is due to Dr. Sonia Anand (Principal), KRCHE College, Narela for grooming us in the manner that enabled me to do justice with my work.

At last once again I would like to thanks Ms. Priyanka Bhardawaj for her support in this test at each and every point of place I found problem.

(ALKA KASHYAP)

INDEX

Sr.No Topics T.Sign.

1.1.11.21.31.41.51.61.7

2.2.1.2.2.2.3.

3.3.13.23.33.43.53.63.73.83.93.103.11

4.4.1.4.2.4.3.4.4.

5.

Introduction of the standardized testMeaning and definition of TestCharacteristics of a good test Types of TestMeaning and definition of standardized test Meaning and definition of a teacher made test Difference between standardized and teacher made testImportance of standardized test

Introduction of personality Meaning and definition of personalityPersonality theory by Eysenck

Introduction of EPQ-R TestAimDiscription of the testEPQ-R Scale SampleReliability of scaleValidityMaterial required For the TestPrecautionsScoringResult tableInterpretation

EPQ-R TestSampleScoring of raw scoreResult tableInterpretation

Conclusion

Chapter - 1

Introduction of psychological

standardized test

1.1 MEANING AND DEFINITION OF TEST

Meaning of Test

A test or examination is an assessment intended to measure a test-takers Knowledge, skill, aptitude, Physical fitness, or classification in many other topics (e.g., beliefs). A test may be administered orally, on paper, on a computer, or in a confined area that requires a test taker to physically perform a set of skills. Tests vary in style, rigor and requirements. For example, in a closed book test, a test taker is often required to rely upon memory to respond to specific items whereas in an open book test, a test taker may use one or more supplementary tools such as a reference book or calculator when responding to an item. A test may be administered formally or informally. An example of an informal test would be a reading test administered by a parent to a child. An example of a formal test would be a final examination administered by a teacher in a classroom or an I.Q. test administered by a psychologist in a clinic. Formal testing often results in a grade or a test score. A test score may be interpreted with regards to a norm or criterion, or occasionally both. The norm may be established independently, or by statistical analysis of a large number of participants.

Definition of Test

“A procedure intended to establish the quality, performance or reliability of something especially before it is taken into widespread use.A short written or spoken examination of a person’s proficiency or knowledge.An event or situation that reveals the strength or quality of someone or something by putting them under strain.” ---------- Oxford English Dictionary

1.2 CHARACTERSTICS OF A GOOD TEST

The test is an examination to reveal the relative standing of an individual in the group with respect to intelligence, aptitude, achievement or personality. In simple language a test is a systematic procedure for comparing the behaviour of two or

more children. In the words of Robert, L.Ebel,”TO reach without feedback of teaching.

Reliability: reliability implies accuracy and consistency in behaviour. Therefore a test must be measured accurately and consistently. According to the Freeman, “The term reliability refers it the extent to which it gives a test it internally and extent to which it gives consistent result on testing and retesting. A reliable test should yield essentially the same score when administered twice to the same sample of the populations. A test should also rate the same candidates at the same score even it is examine by the same or different examiners at the same time or the different times. The difference in the score should be negligible.

Validity: A test is said to e valid if it actually measures what is supposed to be measured. According to kolesnik, “A valid test is one which measures the traits & qualities that are intended to be measured”. Cronbach has also define validity as, “Validity is the extent to which a test measures what is supposed to measure”. Validity is an important characteristic of a good test. Reliability is the necessary condition for validity but validity is not necessary condition for reliability. In other words if test is valid. It will be reliable also.

Comprehensiveness: A good test should be capable of measuring all factual knowledge all skills that a child has acquired in particular subject. A test is

comprehensive to the degree to which it sample sufficiently widely in to subject it is said that a test should be comprehensive enough to be valid.

Diagnostic: A good test must be diagnostic. It means it should diagnose the weakness and strength of the children. So that remedial teaching may be possible.

Norms: Norms are the average performance of the group in a test and it is based on average achievement or capacity of the whole group. Norms indicate the present achievement. The interpretation of test score cannot be possible without norms. It is used to compare the achievement among the children. Norms are calculated in the form of age, grade, percentile and standard score.

Clearness: The direction given should be brief and definite so that children may avoid wrong performance due to miss understanding of direction. The language of the test items should be simple understandable and definite.

Discrimination: A good test must pick out good and poor students from a population or a group. Each item of a test must discriminate between good and poor children. If an item is answered by an equal number of intelligent and poor student. It has no discriminating value. But if only intelligent children are able to an item and most of the children miss it. It has highly discriminating value. After the discrimination and score test, each item of the test is analyse to calculate the level of difficulty. The process of analyzing the test item is known as item.

Usability: A good test is that which is convenient and practicable for both the teacher and student. A good test should be easy, attractive and interesting. The language of the test should be simple and clear

1.3 TYPE OF TEST

Achievement Test

Standardized test Teacher made test

Subjective test Objective test

Oral Written Practical

Recall Type Recognition Type

Simple Recall Fill in the blanks

Multiple True/False Matching Analogy Classificationchoice type type type typetype

1.4 MEANING AND DEFINITION OF STANDARDIZED TEST

Meaning

A standardized test is one for which norms have been established. Norms are achievement or a typical score which measures achievements. Standardized test can be used anyone. It is given to a large population and scores are given definite expectancy. These are not simple to construct. They are prepared by experts. The content, administration, scoring, interpretation of these get fixed on standardized for a particular age group or grade with the help of statistical techniques so that precisely same test may be given to the students of that age group or grade of different times and places. But teachers are less concerned with these test.

Definition

A standardized test is a test for which the procedure apparatus in scoring have been fixed so precisely that the same test can be given at different times and places.

……… By GRONBECK

By combining the definitions we can say that standardized test is test that is administer and scored in a continents or “Standard” manner. It is administered under controlled conditions that specify when, how and to how to children respond to questions. It provides an assessment of individuals mastery of a dom of knowledge or skill.

1.5 MEANING AND DEFINITION OF TEACHER MADE TEST

Meaning

these test are prepared by the teacher to study the content snd degree of students progress. These provide immediate feedback for the teacher and motivates the students. They provide the information which are the basis of students progress. This helps to measure achievement of students from time to time. These test may be oral, practical or written. Teachers are more concerned with these tests. They are constructed to measure outcomes directly related to classroom specific objectives and particular class situation.

DEFINITION

“ Teacher made test are tests that are planned, assembled, written or otherwise prepares by teacher for use with particular particular group of students.”

1.6 DIFFERENCE BETWEEN STANDARDIZED AND TEACHER MADE TESTS

S.No Standardized Test Teacher-made test1)

2)

3)

4)

5)

6)

7)

8)

9)

Standardized test are concerned with the whole field of knowledge or ability test.

In standardized test norms are giving for various groups of persons on age, grade, rurality, urbanity, sex or other basis.

Standardized test are based on uniform curriculum in many schools in the prariner or the whole nations.

In standardized tests use of sources such as the opinion of judges, articles and general book is made.

Standardized tests are useful in comparing achievements of individual groups.

Standardized tests provide measure of comparable performance from year to year.

These are expert made tests.

Teacher made tests are concerned with the limited and specific field of knowledge or ability of performance.

No much norms or standards are provided in the teacher made informal test.

Teacher made informal objective tests are for local use for some particular institutions on same scale.

Teacher made tests may just be made on the basis of the personal experiences of the teacher.

Teacher made tests are used to know whether the student has attained knowledge in specific fields.

Teacher made tests do not provide the measures of comparable performance from year to year.

These are teacher made tests.

Validity of these tests is more.

Analysis of the terms of these tests is made earlier they used.

Validity of these tests is less.

Analysis of the terms of these test is made later they used.

1.7 IMPORTANCE OF STANDARDIZED TEST:

A standardized test is administered under standardized or controlled conditions. They specify where, when, how and for whom and for how long children respond to the questions. In standardized test the questions, conditions for administering, scoring procedures and interpretations are consistent.

A well designed standardized test provides an assessment of an individual’s mastery of a domain of knowledge or skill.

Provide a systematic procedure for describing behaviors. Provides specific procedure for administration and scoring. Substance for test is arrived at from experiment or observation. Questions have an established format and set of materials. Same response modes are expected from all candidates. Provides table of norms and score of test taken so that comparison can be

made.

CHAPTER - 2.

INTRODUCTION

OF

PERSONALITY

2.1 MEANING AND DEFINITION OF PERSONALITY

Meaning

What we are and what hope or aspire to become is our personality. It pervades every aspect of human life. It influences are behaviour. It is said to be the mirror of one’s total behaviour. It is the total integration of physical, intellectual,

emotional, social and character make up of the individual which is expressed in terms of behaviour, experiences, manners, attitudes, value, beliefs, ambitions, aspiration, interests, habits sentiments, temperaments and traits.

Definition

Supports our views when he says,” Personality is a dynamic organization within the individual of those psychophysical systems that determine his unique adjustment to the environment.”

-------- Allport

“Personality is the more or less stable the enduring organization of a person’s character, temperament, intellect and physique, which determine his unique adjustment to environment.”

-------- H. J. Eysenck’s

2.2 PERSONALITY THEORY BY EYSENCK

A British psychologist combined the type and trait approach. Starting with the trait approach, it yields definite personality type. While Cattell traied to use factor analysis techniques to give some basic dimensions of personality by enumerating 16 basic trait, Eysenck, a German- born psychologist, went a step further in

adopting factor analysis technique by extactint second order factors and grouping traits into definite personality test.

Basic Dimensions of Personality

Eysenck conducted extensive research on trait dimension by applying quantitative technique of personality and found three basic dimensions of personality...

1. Introversion versus extroversion-: In Eysenck’s terminology, introverts are those who condition most easily and as a result develop behaviours that reflect this condition ability such as depression. Extroverts on the other hand conditions less easily and tend to be most impulsive and unruly.Introvert is characterised by excessive tiredness, constant introspection, feeling of guilt and an over concern with religious and ethical matters. He is less easily aroused, but his feelings are much more enduring and he has deeper attachments with others. He is less ambitious and less interested in material things. He is serious-minded and likes an ordered life. Super-ego seems strong in case of introvert.Extrovert is impulsive, changeable, irresponsible and lacking in moral fibre. He values the outer world and his energies are directed outwards. He is active and sociable. He loses his temper quickly but his feelings do not run deep. Id appears to dominate in case of extrovert.Eysenck did not believe that there are purely extrovert or introvert people but they range on a dimension i.e., some are high on introversion, others are high on extroversion but they have some or other traits of both the

types.

2. Neuroticism vs. Emotional stability (normality) : The neurotic person is below average in intelligence, will, emotional control, sensory duty, and capacity to exert himself. He is very suggestible, lacks persistence, slow in thought and action. Touchiness, aggressiveness, restlessness and moodinests are traits of neurotic. On the other hand, an

emotionally stable person is calm, even tempered, carefree and thoroughly reliable.Eysenck suggests that neuroticism is a general factor in the area of motivation and introversion-extroversion is a general factor in emotional area. Neuroticism represents a defect of the will or the capacity of the individual to persist in motivational behaviour.No person is totally neurotic or extrovert and introvert. Most people occupy intermediate positions on the two dimensions of personality are shown in the following figure: Emotionally stable, Introversion, Extroversion, Neurotic (emotionally unstable).

Chapter-3

Emotionally stable

Neurotic (emotionally unstable)

ExtroversionIntroversion

Introduction to EPQ-R test

Aim:

To assess the underlying personality traits that are reflected in way different people break down under stress in different ways.

Description of test:

a) Name of the test: Eysenck personality Questionnaire-Revised(Revised version of EPQ)

b) Year: 1985c) Author: H.J.Eysenckd) Total Item: 90e) Administration: Individual or groupf) Age: Secondary School student or Adult

EPQ-R scale

a) Extraversion (E): Measure how outgoing you are. Traits associated with….1) Sociable2) Irresponsible3) Dominant4) Lack of reflection5) Sensation- Seeking6) Impulsive7) Risk- Taking8) Expressive9) Active

b) Psychotisim (P): is associated with unconventionality and creativity. This scale is most right skewed, most people score in the low range. Traits associated with…

1) Aggressive2) Assertive3) Egocentric4) Unsympathetic

5) Manipulative6) Achievement oriented7) Dogmatic8) Masculine9) Tough minded

c) Neuroticism (N): Measures how emotionally stable (Low N) or emotional (High N) a person is. Women generally score higher than men Traits associated with……

1) Anxious2) Depressed3) Guilt feeling4) Low self esteem5) Tense6) Moody7) Lack of autonomy8) Obsessive

d) Lie Scale (L): Measure either how honest you are or how well behaved you are. People who are honest about their imperfections get lower scores. People who are perfect get higher scores.

Sample

EPQ-R has been administered to a large number of subject both normal and psychotic,. So the test can be administered on individual or group to assess their personality.

Reliability of Scale

The test reliability are 0.78(Male) and 0.76(Female)

Validity of Scale

The construct validity is used for this test.

Material required for the test

a. EPQ-R testb. Manualc. Scoring keyd. Pencil, key

Precautions

i. Room should be silent and well lit.ii. Aim of the test should not be revealed.

iii. Subject should be told that there is no correct answer.iv. Subject should not skip any item and use “ ?” when requiredv. Subject should assured of confidentiality of results.

Scoring

a. Check the each question has only one answer.b. Place key on the booklet so that * mark on the booklet are visible

through the circles on the key.

c. There are 4 Scores (Psychoticism, Extraversion, Neuroticism and Lie score) to be obtained.

d. Each answer score one point.e. For example: to obtain score for psychoticism. Add 1 score for each

answer visible through the squares and record the sum in the table. Do the same for other pages.

f. Repeat the procedure for other dimensions

Result Table

Dimensions/Score P E N L

Raw Score

STEN Score

STEN: Standardized ten score given in the table9(a) for males and 9(b) for females

Interpretation

a. The STEN score 5-6 denotes the averages strength of the factor.b. Score above 6 i.e. from 7 to 10 express gradually the greater strength of

the factor.c. Score below 5 i.e. from 1 to 4 indicate gradually decrease of strength.