Professional Documents
Culture Documents
By Aurora Palacio
Intelligence as an effect rather than a cause and asserted that non-intellective factors such as personality,
contribute to the development of each person’s intelligence.
Verbal
Information
Digit Span
Vocabulary
Arithmetic
Comprehension
Similarities
Performance
Picture Completion
Picture Arrangement
Block Design
Object Assembly
Digit Symbol
Verbal
Picture Completion
Picture Arrangement
Block Design
Object Assembly
Coding
(Mazes)
Performance
Picture Completion
Picture Arrangement
Block Design
Object Assembly
Coding
(Mazes)
Wechsler Preschool & Primary Scale of Intelligence 4-6 ½ years old.
Verbal
Information
Vocabulary
Arithmetic
Similarities
Comprehension
(Sentences)
Performance
Animal House
Picture Completion
Mazes
Geometric Design
Block Design
The Wechsler Scales can be used to develop hypotheses about the quality and character of the client’s
perceptual, cognitive and ideational processes .
A. Organicity
– Premorbid intelligence
• May be estimated by evaluating the strengths of the client’s performance on the
Information and Vocabulary subtests. Scores on these subtests are based on overlearned
material that is resistant to the effects of brain injury or severe psychopathology.
– Degree of impairment and probable cause
– Prognosis
B. Perceptual Processes
– Information processing ( encoding, memory and recall)
– Attention and concentration (distractability)
– Perceptual-motor functioning
C. Cognitive Processes
– Problem-solving skills ( concrete and abstract operations, integration, conceptualization,
generalization)
– Intelligence
– Intellectual strengths and weaknesses
– Psychopathology ( thought disorders)
The Wechsler Scales can also be used to generate hypotheses about client’s affective states, motivation and
investment in treatment and recovery.
A. Mood
– Dominant trait and state moods
– pre- and postmorbid affect
– Emotional responsiveness (range, lability, modulation)
– Degree of affective disturbance
– Chronicity versus acuteness
The FSIQ is an “estimate of a person’s abilities”. The examiner may describe the client’s FSIQ as:
1. A percentile rank score;
2. A verbal descriptor; and
3. A value existing somewhere within a selected confidence interval.
The VIQ, “an index of the person’s verbal comprehensive abilities”, assesses the individual’s proficiency in the
following areas:
1. The ability to work with abstract symbols;
2. The amount and degree of benefits a person has received from his or her educational background;
3. Verbal memory abilities;
4. Verbal fluency.
Performance IQs
The PIQ, “estimate of one’s perceptual organizational abilities”, reflects the ff.:
Degree and quality of nonverbal contact with the environment;
The ability to integrate perceptual stimuli with relevant motor responses;
The capacity to work in concrete situations;
The ability to work quickly.
Higher PIQ than VIQ scores are frequently observed among those with:
1. Bead Memory
• Two levels
o Single & Double Bead displays for younger children
o Sequential displays for older individuals
• Used to test visual short-term memory
2. Quantitative
• Items presented visually, subject responds verbally
• Scrap paper is permitted
• Used to test quantitative skills (mathematics)
3. Memory for Sentences
• Tests auditory short-term memory
• Sentences are presented verbally, must be repeated verbally
4. Pattern Analysis
• Tests visual-spatial and motor skills
• Arrays of blocks presented visually, blocks must be assembled by hand to match patterns
5. Comprehension
• NOT a test of reading comprehension, but a test of social and moral reasoning
• Items are presented verbally, must be answered verbally
6. Absurdities
• Another test of social, logical reasoning
• Items are presented visually, must be answered verbally
7. Memory for Digits
• Two subtests
• digits forward
• digits backward
• BUT, both scores are combined for the subtest score
• Taps short-term auditory memory and active working memory
8. Copying
• Two levels
• Copying blocks for younger children
• Paper and pencil for older children
• Tests visual-motor integration and visual spatial skills
9. Memory for Objects
• Tests sequential, visual, short-term memory
10. Matrices
• Tests non-verbal, logical-deductive reasoning
11. Number Series
• Tests quantitative and logical-deductive reasoning
• Scratch paper is allowed
12. Paper Folding and cutting
• Tests visual-spatial reasoning
• No actual cutting occurs in actual test items, only for sample items
13. Verbal Relations
• Tests verbal, logical reasoning
14. Equation Building
• Tests quantitative, logical, deductive reasoning skills and active working memory
1. Inference: ability to discriminate among degrees of truth or falsity ofinferences drawn from
given data.
2. Recognition of Assumption: ability to recognize unstated assumptions or presuppositions
which are taken for granted in given statements or assertions.
3. Deduction: ability to reason deductively from given statements or premises; recognize the
relation of implication between propositions; determine whether what may seem to be an
implication or a necessary inference from given premises is indeed such.
4. Interpretation: ability to weigh evidence and to distinguish between:
(a) Generalizations from given data that are not warranted beyond a reasonable doubt; and
(b) Generalizations which, although not absolutely certain or necessary, do seem to be
warranted beyond a reasonable doubt.
5. Evaluation of Arguments: ability to distinguish between arguments which are strong and
relevant and those which are weak or irrelevant to a particular question at issue.
• is a group or individually administered test that nonverbally assesses intelligence in children and
adults through abstract reasoning tasks.
• It is sometimes called Raven's, although the SPM is only one of three tests that together
comprise Raven's Progressive Matrices.
• Appropriate for ages 8-65, the SPM consists of 60 problems (five sets of 12), all of which involve
completing a pattern or figure with a part missing by choosing the correct missing piece from
among six alternatives. Patterns are arranged in order of increasing difficulty.
• The test is untimed but generally takes 15-45 minutes and results in a raw score which is then
converted to a percentile ranking. The test can be given to hearing and speech-impaired
children, as well as non-English speakers.
• The Standard Progressive Matrices is usually used as part of a battery of diagnostic tests, often
with the Mill Hill Vocabulary Scales. The SPM is part of a series of three tests (Raven's
Progressive Matrices) for persons of varying ages and/or abilities, all consisting of the same kind
of nonverbal reasoning problems. The SPM is considered an "average"-level test for the general
population.
• It is a non-verbal measure of mental ability, helping to identify individuals with advanced
observation and clear thinking skills who can handle the complexity and ambiguity of the
modern workplace.
• The SPM was designed to assess non-verbal reasoning in the general population, and is used
widely in clinical, educational, occupational, and research settings.
• The SPM score indicates a candidate’s potential for success in professional, management and
high-level technical positions that require:
o Clear thinking
o Problem identification
o Holistic situation assessment
o Monitoring of tentative solutions for consistency with all available information
• It is a set of examinations taken in the Philippines by students in Years 6, 10, and 12. Students
are given national standardized test, designed to determine their academic levels, strength and
weaknesses. It also aims to measure learning outcomes in the elementary level in response to
the need of enhancing quality education. It is designed to assess abilities and skills.
The National Career Assessment Examination
• The NCAE basically aims to determine the learner’s aptitude and occupational interest on any of
the Senior High School (SHS) tracks. Occupational interest is the learner’s preference in specific
vocations and career categories.
• This will provide the basis for profiling learner’s aptitude in the four SHS tracks such as
Academic, Technical-Vocational-Livelihood, Sports, and Arts and Design. Under the Academic
track are the following strands: Accountancy, Business, and Management (ABM); Science,
Technology, Engineering and Mathematics (STEM), and Humanities and Social Sciences (HUMSS)
• The career assessment covers three domains such as General Scholastic Aptitude (GSA),
Occupational Interest Inventory (OII), and Aptitude for SHS tracks.
1. The GSA refers to the student’s scientific ability, reading comprehension, verbal
ability, mathematical ability and logical reasoning ability.
2. The OII pertains to the checklist of occupational interests which provides an
assessment of preferences for comprehensive career guidance.
3. The Aptitude test measures the innate ability of the student to succeed in the SHS
tracks.
Differential Aptitude Tests (DAT) with Career Interest Inventory - 5th Edition
• It is a battery of tests is designed to measure students' ability to learn or to succeed in a number
of different areas.
• It comprises two levels that collectively measure the aptitudes of students in grades 7-12. Level
1 is designed primarily for students in grades 7-9, and Level 2 is designed primarily for students
in grades 10-12. Each level contains 510 items. Both levels can also be used with adults who may
or may not have completed twelve years of schooling.
• These tests assess eight important aptitudes: verbal reasoning, numerical reasoning, abstract
reasoning, perceptual speed and accuracy, mechanical reasoning, space relations, spelling, and
language usage. These tools can be used alone or in conjunction with the Career Interest
Inventory, which is available separately and also comprises two levels.
• The Career Interest Inventory is a career-guidance tool designed to provide information about
students' educational goals, interest in various subjects, and activities, as well as various fields of
work.
o The DAT for Personnel & Career Assessment Subtests Help Measure Aptitude for
Success:
• Verbal Reasoning - is appropriate for measuring general cognitive ability and for
placing employees in professional, managerial, and other positions of responsibility
requiring higher order thinking skills.
• Clerical Speed and Accuracy (Paper Administration Only)- measures the speed of
response in a simple perceptual task. This is important for jobs such as filing and coding,
and for jobs involving technical and scientific data.
• Space Relations - measures the ability to visualize a three dimensional object from a
two dimensional pattern, and how this object would look if rotated in space. This ability
is important in fields such as drafting, clothing design, architecture, art, die making,
decorating, carpentry, and dentistry.
• Language Usage - measures the ability to detect errors in grammar, punctuation, and
capitalization. When Language Usage and Spelling are both administered, they provide a
good estimate of the ability to distinguish correct from incorrect English usage, which is
important in business communication.
Reference:
De Jesus, E. & Caparas, M.V. (2008). Psychological Assessment Theory and Practice. Educational
Publishing House
De Jesus, E. & Caparas, M.V. (2008). Uses of Psychological Test. Educational Publishing House
Franco, M. L. M. The philippine aptitude classification test: why shift from classical test theory to item
response theory. Center for Educational Measurement, Inc., Philippines.
Harcourt Assessment, Inc. (2017). Differential Aptitude Tests (DAT). Retrieved [08.11.2017] from
http://www.creativeorgdesign.com/tests_page.php?id=83
Horn, J. (1966). Flannagan Industrial test. Journal of Educational Measurement, 3(2), 191-196. Retrieved
from http://www.jstor.org/stable/1433899
Munárriz, N. J. & Cervera, V.M. (2013). Psychological Testing in the Philippines: Practice, Directions and
Perspectives. Great Books Publication