Prof. J.S.

Bhardwaj Lecture 2
Department of Education
C.C.S.University Meerut

SEMESTER IV
Paper OC 17: Guidance and Counselling

Dear M.Ed IV sem students

Our topic of Today’s discussion are :

 Appraisal of an individual testing devices(tool and techniques of guidance)

 Intelligence test, Aptitide test,Achievement test

Let us disscuss the first one—

Introduction:
Guidance is the scientific procedure for assisting an individual. Various types of tools and
techniques are used for measuring the potentialities of the individual the guidance purpose.
the main tools and techniques which are employed in guidance services-1. standardized
techniques ,2. Non-standardized techniques
Guidance is the help given by one person to another in making choices and adjustments and
in solving problems. Guidance aims at aiding the recipient to grow in independence and
ability to be responsible for one’s own self. It is a service that is universal – not confined to
the school or the family. It is found in all sectors of life – in the home, in business and
industry, in government, in social life, in hospitals and in prisons; indeed it is present
wherever there are people who need help and who provide help. The techniques which are
generally employed by guidance workers for collecting basic data about a person are either
standardized or non-standardized ones. The non-standardized techniques are case study,
interview, ratingscales, questionnaire, observation, sociometry, biography, cumulative
record, and anecdotal records.
The standardized techniques are tools of measuring interests, intelligence, aptitudes and
personality traits. Both the categories of techniques are used in getting primary data. All the
techniques are useful. The only consideration which the guidance worker should keep in
mind is that the techniques employed should give reliable and objective information.
Standardized tests of intelligence, interests and aptitudes provide reliable and valid
information. They are reusable, less time consuming and can be scored easily. Non-
standardized techniques used in the study of human beings are also helpful, and sometimes
give more useful information than that given by standardized tests. For example,
autobiography which is a non-standardized technique does provide clues and insights into
the emotional problems of a person as well as hopes and aspirations. Similarly, case study
helps the counsellor in understanding the whole individual. The use of a technique,
however, depends upon what the guidance worker wants to get out of it.
standardized techniques
Intelligence test :
Intelligence is a general capacity or potential for learning. ‘intelligence is the entire
repertoire of acquired skills, knowledge, learning sets and generalization tendencies
considered intellectual in nature that are available at any one period in time’. Thus it can
be said that intelligence includes problem –solving ability, verbal ability, and social
competence.
Jensen (1985) suggested that the standard tests of intelligence reflect individual differences
in the speed and efficiency to basic cognitive processes more than they reflect differences in
the information content to which test takers have been exposed.
Eg. Cognitive ability test, differential aptitude test (DAT). The differential aptitude test has
eight subjects verbal reasoning (VR), numerical ability (NA), abstract reasoning (AR),
clerical speed and accuracy (CSA), mechanical reasoning (MR) space relations (SR),
spelling (SP) and Language usage (LU), Here, VR + NA interpreted as a measure of general
scholastic aptitude. The sub scores on DAT predict the different abilities of an individual.
Uses
 It helps teacher to decide on instructional material to be used in
the class or for an individual.
 It can be used in forecasting of future area of study or career.
 It can be used in vocational. Educational, personal guidance.
 It can be also used for selecting an individual for a job.
Limitations
 Intelligence measures are not very stable in childhood.
  Specialized training required for administering the test.

Types of Intelligence Tests:

Intelligence tests may be classified under three categories:
1. Individual Tests:
These tests are administered to one individual at a time. These cover age group from 2 years
to 18 years.

These are:
(a) The Binet- Simon Tests,

(b) Revised Tests by Terman,

(c) Mental Scholastic Tests of Burt, and

(d) Wechsler Test.

2. Group Tests:
Group tests are administered to a group of people Group tests had their birth in America –
when the intelligence of the recruits who joined the army in the First World War was to be
calculated.

These are:
(a) The Army Alpha and Beta Test,

(b) Terman’s Group Tests, and

(c) Otis Self- Administrative Tests.

Among the group tests there are two types:

(i) Verbal, and

(ii) Non-Verbal.

Verbal tests are those which require the use of language to answer the test items.
3. Performance:
These tests are administered to the illiterate persons. These tests generally involve the
construction of certain patterns or solving problems in terms of concrete material.

Some of the famous tests are:

(a) Koh’s Block Design Test,

(b) The Cube Construction Tests, and

(c) The Pass along Tests.

Comparison of Individual and Group Test

 .

Uses of Intelligence Test:

1. Classification or Grouping pupils for school work
2. For diagnosing disabilities in school subjects
3. For Determining the optimum level of work
4. Identification of intellectual deviations
5. Educational and Vocational guidance
6. Estimating the range of abilities in a class
7. Determining the level of ability
8. Measuring special abilities
9. Predicting success in particular Academic Subjects
10. Diagnosing Subject-Matter Difficulties
11. Combination of all informates for Educational Guidance

Aptitude tests
Aptitude may be defined as a trait that characterizes an individual’s ability to perform in a
specific area or to acquire the learning necessary for performance in a given area. It
presumes an inherent or natural ability that can be developed to its maximum through
learning or other experiences. However, it cannot be expanded beyond a certain point, even
by learning. In theory, then, an aptitude test measures the potential of one to achieve in a
given activity or to learn to achieve in that activity.
Aptitude tests may potentially be used by counsellors and others because (1)they may
identify potential abilities of which the individual is not aware; (2)they may encourage the
development of special or potential abilities of a given individual; (3) they may provide
information to assist an individual in making educational and career decisions or other
choices between competing alternatives; (4) they may serve as an aid in predicting the level
of academic or vocational success an individual might anticipate; and (5) they may be useful
in grouping individuals with similar aptitudes for developmental and other educational
purposes.
Special Aptitude Tests – You might have seen or heard about clerical aptitude test,
numerical ability test, etc. Special aptitude tests usually refer to those that seek to measure
an individual’s potential ability to perform or to acquire proficiency in a specific occupation
or other type of activity. Tests that measure special aptitude are sometimes referred to as
single aptitude tests because they only secure a measure for one specific aptitude.
Counsellors, most frequently use standardized tests to measure a single aptitude in areas of
mechanical, clerical,or artistic abilities. Single aptitude tests have also been developed for
use in various graduate and professional schools. Aptitude tests are also available for
particular school subjects.
Vocational Aptitude Batteries – Multiple aptitude tests typically consists of a series of
subtests that relate in varying combinations to a series of occupations or occupationally
related activities. Commonly used multiple aptitude batteries are the General Aptitude Test
Battery (GATB); the Differential Aptitude Battery (DAT); the Flanagan Aptitude
Classification Test (FACT); and the Academic Promise Test (APT).
Scholastic Aptitude Test – Scholastic or academic aptitude tests measure one’s potential
for performing in academic situations. Such tests are those that comprise the SAT and PSAT
batteries have much merit in so far as predicting academic performance at higher
educational levels. However, a more appropriate label would be academic achievement,
because they tend to predict future academic achievement on the basis of past learning,
rather than on the basis of natural ability.
Achievement Tests
You have been using these tests to assess student’s performance in school subjects. All unit,
semester and terminal examination tests are nothing but achievement tests. These tests focus
on skills or abilities that are traditionally taught in the schools. Therefore, achievement tests
may be defined as tools designed to measure the degree of student learning in specific
curriculum areas common to most schools, such as Mathematics, English usages, etc.
Achievement tests are used as learning measures of (1) the amount of learning,(2) the rate of
learning, (3) comparisons with others or with achievement of self in other areas, (4) level of
learning in sub-areas, and (5) strengths and weakness in a subject matter area because of
their extensive use and relatively easy task of identifying appropriate context measures.
Achievement test can be defined as the test which is designed to measure the degree of
student’s learning in specific subject area. The achievement tests can be teacher made or
standardized. The difference in the standardized & teacher made achievement test is given
below.
Characteristics Teacher made Standardized
achievement tests Achievement tests
Direction for administration Direction of administration Specific instructions for
& is not specified administration & scoring
scoring Content Content is decided by are in given.
teacher Content is determined
May not be very systematic after extensive
Generally not known investigation of
Construction of a test Best suited for measuring curriculum and decided
Reliability particular objectives set by by the subject experts.
Purpose & use teacher. Developers use meticulous
construction procedure.
Usually have very high
reliability.
Best suited for measuring
broader curriculum
objectives.

Classification of standardized achievement test

The standardized achievement tests are classified into i) standardized performance tests ii)
Standardised diagnostic tests. ii) Criterion-reference standardized achievement test.
 Performance tests measure the student’s achievement in a single subject.Diagnostic tests are
constructed to identify the student’s learning difficulties.
Criterion-referenced tests have been deliberately constructed tests have been deliberately
constructed to yield measurement that are directly interpretable in terms of specific
performance standards.

Uses:
 It helps to provide information about the extent of learning and
the rate of learning.
 It gives the relative performance of an individual in a class.
 It helps to identify strengths and weakness of student in various
subjects.
Limitation
 Teacher made achievement tests are unable to provide correct
information.
 There are other factors like motivation, fatigue, mood which can
influence the achievement.
 They are not very reliable in predicting job success, job
satisfaction.
 They give picture of only cognitive development. It does not give
any idea about emotional quotient and other personality traits.

References
 Sharma R. A. (2001) “Fundamentals of Guidance’s Counselling” R. Lall Book Depot, Meerut,
U.P.

 www.psychologydiscission.net

 M.A Edu.guide&coun.pdf

 Detshat.ac.in/nmeict-fiels(econtent development project fund by MHRD)

 Gupta Abha: guidance & counselling shatiya publication