SGT UNIVERSITY

FACULTY OF NURSING

PSYCHOMETRIC ASSESSMENT REPORT

SUBMITTED TO : SUBMITTED BY:

Ms. Sapna mam Ms. Aparna
PG Tutor Msc. (N) 2 nd year
SGTU 230424006
Identification Data

Case no. 1: Name- Master Sashwat

Age/ Gender- 10 yrs. /M.C

Class: 5th

Address:Amritsar

Ward- Psychology OPD

Date- 22/3/2025

Chief Complaints-Poor scholastic performance, Lack of concentration in studies, temper

tantrums and beating of young siblings and teasing them from one and half month.

Psychologist- Dr. Malini Srivastava

Case no. 2: Name: Shaurya

Age: 9 years/MC
Occupation: Student
Class: 4th
Address: Amritsar
Date: 25/3/2025
Chief complaints: Irritability, pain abdomen, Poor scholastic performance, lack of
concentration in studies and distraction from studies from last one month.
Activities carried out with psychologist Dr. Malini Srivastava: Performed Malin Intelligence
scale for Indian Children (MISIC)
• Performed Picture completion test
• Arithmetic test
• Object assembly test
• Comprehension test
• Digit span test( forward and backward)
• Maze test
• Filling of coding A and B sheets

INTRODUCTION

Terms related to psychiatry like attitude, perceptions, personality etc. are easy to define but
are very difficult to observe and understand among people. These phenomenon’s are very
difficult to assess directly hence psychological tests are there to help us to do these things.
The word psychometric is formed from the Greek words for mental and measurement.
Psychometric tests attempt to objectively measure aspects of a person’s mental ability or
personality. Individuals are most likely to encounter psychometric testing as part of the
recruitment or selection process.
DEFINITION

Psychometrics-A science which deals with the psychological testing.

Psychometric tests/ psychological tests are structured exercises used tomeasure various
aspects of aptitude, competence, skill, sensitivity, memory, intelligence and personality. It is a
field characterized by the use of sample of behavior in order to infer generalization about a
given individual.

PRINCIPLES OF PSYCHOLOGICAL TESTING

Proper psychological testing is conducted after vigorous research and development in contrast
to quick web-based or magazine questionnaires that say "Find out your Personality Color," or
"What's your Inner Age?" Proper psychological testing consists of the following:

• Standardization - All procedures and steps must be conducted with consistency

and under the same environment to achieve the same testing performance from
those being tested.

• Objectivity - Scoring is free of subjective judgments or biases based on the fact

that the same results are obtained on test
• from everyone.

• Test Norms - The average test score within a large group of people where the
performance of one individual can be compared to the results of others by
establishing a point of comparison or frame of reference.

• Reliability - Obtaining the same result after multiple testing.

• Validity - The type of test being administered must measure what it is intended
to measure.

Types of psychological tests according the attributes they measure

• Intelligence test
• Attitude test
• Ability test
• Personality test

INTELLIGENCE TEST

These measures mainly the capacities for learning and problem solving ability and coping with
general intellectual problems.

Can be assessed by using standardized tests/scales

Commonly used intelligence tests are

 • Stanford binet test
• Wechsler adult intelligence scale
WECHSLER ADULT INTELLIGENCE SCALE (WAIS)
Tests made up of items that are appropriate for a wide range of ages. Subject receives a certain
points for each item answered correctly.

Characteristics of the WAIS-III

• 14 separate subtests
• 11 subtests are used to compute a full-scale IQ score, a Verbal IQ score, and a
Performance IQ score

WAIS Subsets for IQ Score

Verbal
• Vocabulary
• Similarities
• Arithmetic
• Digit Span
• Information
• Comprehension
•
Performance
• Picture Completion
• Digit Symbol—Coding
• Block Design
• Matrix Reasoning
• Picture Arrangement

1. Vocabulary
A list of up to 33 words is presented, both orally and in writing (range from concrete to
abstract). The subject must explain or define the
meaning of the word.
Measures: language development and word knowledge

2. Similarities
Subject responds to open-ended questions by telling how two things are alike.
➢ Example: How are shoes and socks alike?
➢ Measures: logical abstractive (categorical)

3. Arithmetic
Set of problems that can be solved without pencil & paper; presented orally
Thought of as a reasoning test, not test of quantitative performance test
➢ Example: How many inches are in 4 feet?
➢ Measures: computational skill, quantitative reasoning, mathematical achievement
 4. Information

Includes items covering knowledge of general information that an adult in our culture could
reasonably be expected to acquire (not supposed to be specialized or academic)
➢ Example: “Who was Mahatma Gandhi?”
➢ Measures range of factual knowledge

5. Comprehension
Open-ended questions asking subject to explain why certain things should be done orby
describing what he/she would do in certain situations
➢ Example: Why are votes often taken via secret ballot?
➢ Measures: demonstration of practical information, use of past experience,
generalization, knowledge of conventional standards of behavior, social maturity,
judgment
6. Picture Completion
Shown pictures in which critical detail is missing and subject must tell what is missing in the
picture.
➢ Measures: flexibility of closure, visual alertness, visual recognition and identification
(long-term visual memory)

7. Block Design
A set of 9 pictures with geometric designs in red and white corresponds to set of blocks. Subject
must arrange 4 – 9 blocks to duplicate pictures.
➢ Measures: analysis of whole into component parts, nonverbal concept formation,
spatial visualization

8. Picture Arrangement
Given set of 3 to 6 cards, which when arranged in proper order tell a story. Cards presented out
of sequence and subject is to arrange in proper order.
➢ Measures: anticipation of consequences, planning ability, temporal sequencing and
time concepts

9. Object Assembly
Flat cardboard representations of common objects cut up to make puzzle – assembled by
subject
Measures: closure speed, ability to benefit from sensory-motor-feedback, anticipation of
relationships among parts

Administration of WAIS
➢ Given individually by a trained examiner
➢ Subtests given one at a time, alternating between verbal and
performance tests
➢ Items arranged from easy to difficult
➢ Don’t give all items – have different starting points for different
ages
➢ Reversal rules – if don’t pass first item, administer preceding
items in reverse order until 3 in a row are passed
ACHIEVEMENT TEST

Achievement test is a test of developed skill or knowledge. The most common type is the
standardized test developed to measure skills and knowledge learned in a given grade level,
usually through planned instruction such as training or class instruction. Achievement test are
often contrasted that measures aptitude, a more general and stable cognitive triad.
APTITUDE OR ABILITY TESTS

These tests measures more specialized abilities required in special occupation and activities.
Ability tests measures job related characteristics such as number, verbals, perceptual or
mechanical ability

Common aptitude batteries used are-

1) Differential Aptitude Test Battery

Verbal reasoning
Abstract reasoning
Mechanical reasoning
Numerical reasoning
Spelling
Language usage
Perceptual speed and accuracy
Space relations

2) General Aptitude Test Battery

Verbal ability
Numerical ability
Spatial skills
Form perception
Clerical perception
Motor coordination
Finger dexterity
Manual dexterity
General learning ability

General Cognitive Aptitude Test

Purpose: This test provides a fairly quick, easy to administer test of general mental ability.
Like most general intelligence tests, it taps verbal reasoning, numerical reasoning, and general
abstract reasoning.
When to use it: We often use this test as an additional component to our Personal Style
Inventory (that
measures personality traits), where we need an untimed measure of cognitive aptitude.
Target Group: This test can be used with any type candidate.

High Scorers: High scorers are quick to pick up new information, are alert to new ideas that
might be
applied to their jobs, are capable of grasping difficult concepts on their own, handle a large
fund of information, deal with various forms of complexity in a job with ease, and are able
assess relevant factors in ambiguous situations to come up with logical, insightful decisions.
Low Scorers: Low scorers need structured learning experiences to consume new information.
They need rules and procedures to guide their decision making on the job. Preferring jobs with
narrow assignments
and responsibilities, low scorers do not cope well with complexity or volume of information.

GENERAL REASONING TEST

Purpose: This test provides a fairly quick, easy to administer test of general mental ability.
Like most “omnibus” general intelligence tests, it taps several types of reasoning: verbal
reasoning, numerical reasoning, logic, math skills, spatial reasoning, and basic knowledge. It
is designed to give a single
measure of mental ability based on several types of mental processes
.
When To Use It: If you want a quick timed measure of general mental ability that provides
one score this is the right choice.

Target Group: This test can be used with any type candidate.

High Scorers: High scorers are quick to pick up new information, are alert to new ideas that
might be applied to their jobs, are capable of grasping difficult concepts on their own, handle
a large fund ofinformation,deal with various forms of complexity in a job with ease, and are
able assess relevant factors in ambiguous situations to come up with logical, insightful
decisions.

Low Scorers: Low scorers need structured learning experiences to consume new information.
They need rules and procedures to guide their decision making on the job.

New learning:Diagnostic criteria for identifying Attention deficit Hyperkinetic Disorder.

Tables showing range for severity of symptoms for different age groups.

Subscale No Mild Moderate Severe

significant
problem

Inattention(A) 0-15 16-24 25-32 33& above

Hyperactivity(B) 0-13 14-20 21-27 28 & above

Impulsivity(C) 0-11 12-17 18-23 24 & above

Conduct disorder(D) 0-10 11-16 17-22 23 & above

Up to 7 years
Subscale No significant Mild moderate severe
problem

Inattention(A) 0-17 18-26 27-35 36 & above

Hyperactivity(B) 0-17 18-27 28-36 37 & above

Impulsivity (C) 0-13 14-20 21-27 28 & above

Conduct disorder(D) 0-11 12-17 18-23 24 & above

8-11 years
Subscale No significant Mild moderate severe
problem

Inattention(A) 0-15 16-23 24-31 32 & above

Hyperactivity(B) 0-11 12-17 18-23 24 & above

Impulsivity (C) 0-10 11-16 17-22 23 & above

Conduct disorder(D) 0-7 8-11 12-15 16 & above

12-16 years

Subscale No significant Mild moderate severe

problem

Inattention(A) 0-16 17-25 26-33 34 & above

Hyperactivity(B) 0-13 14-20 21-27 28 & above

 Impulsivity (C) 0-12 13-19 20-26 27 & above

Conduct disorder(D) 0-12 13-19 20-26 27 & above

Based on above mentioned criteria the severity may be decided. It may use for diagnostic
purpose and for assessment of effect of management plan as outcome measure.