PSYCHOMETRIC ASSESSMENT

Psychometric tests are a standard and scientific method used to measure individuals' mental
capabilities and behavioural style. Psychometric tests are designed to measure candidates'
suitability for a role based on the required personality characteristics and aptitude (or cognitive Page | 1
abilities). They identify the extent to which candidates' personality and cognitive abilities match
those required to perform the role. Employers use the information collected from the
psychometric test to identify the hidden aspects of candidates that are difficult to extract from a
face-to-face interview.

IMPACT :
The tests help clarify what intensity of intervention is required – it helps you not miss those
patients who present very well but are just good at ‘holding it together’ on interview while really
requiring far more clinical intervention. The insights from these assessments help you build a
collaborative formulation and treatment plan with patients, improving the likelihood of treatment
compliance and treatment outcome. It’s an interdisciplinary & collaborative form of work –
working with a clinical psychologist – and it helps overcome the isolation common in private
practice. Finally, it is enjoyable – it helps you to honestly engage with people about distressing,
difficult or complex issues.

Numerical Reasoning Tests :

Numerical Reasoning tests demonstrate a candidates ability to deal with numbers quickly and
accurately. These tests contain questions that assess your knowledge of ratios, percentages, cost
and sales analysis, rates, trends and currency conversions.

Verbal Reasoning Tests

Reasoning tests require you to read short passages of writing and then answer questions
assessing their comprehension of the text. Rather than evaluating your vocabulary or fluency,
these tests assess your ability to think constructively.

Diagrammatic Reasoning Tests

Diagrammatic reasoning questions are designed to assess your logical reasoning ability. The
questions measure your ability to infer a set of rules from a flowchart or sequence of diagrams
and then to apply those rules to new situation.

Situational Judgement Tests

Situational Judgment Tests (SJT s) assess how you approach situations encountered in the
workplace. They test your suitability for a particular role. Our test experts have identified 8 key
competencies which are essential to get ahead of the competition.
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Principles

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 such that subjective judgments and biases are minimized, with
results for each test taker obtained in the same way.
 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 test

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There are several broad categories of psychological tests:

 IQ/achievement tests

IQ tests purport to be measures of intelligence, while achievement tests are measures of

the use and level of development of use of the ability. IQ (or cognitive) tests and
achievement tests are common norm-referenced tests. In these types of tests, a series of
tasks is presented to the person being evaluated, and the person's responses are graded
according to carefully prescribed guidelines. After the test is completed, the results can
be compiled and compared to the responses of a norm group, usually composed of people
at the same age or grade level as the person being evaluated.

IQ tests (e.g., WAIS-IV, WISC-V, Cattell Culture Fair III, Woodcock-Johnson Tests of
Cognitive Abilities-IV, Stanford-Binet Intelligence Scales V) and academic achievement
tests (e.g. WIAT, WRAT, Woodcock-Johnson Tests of Achievement-III) are designed to
be administered to either an individual (by a trained evaluator) or to a group of people
(paper and pencil tests). The individually administered tests tend to be more
comprehensive, more reliable, more valid and generally to have better psychometric
characteristics than group-administered tests. However, individually administered tests
are more expensive to administer because of the need for a trained administrator
(psychologist, school psychologist, or psychometrician).

 Public safety employment tests

Vocations within the public safety field (i.e., fire service, law enforcement, corrections,
emergency medical services) often require Industrial and Organizational Psychology tests
for initial employment and advancement throughout the ranks. The National Firefighter
Selection Inventory - NFSI, the National Criminal Justice Officer Selection Inventory -
NCJOSI, and the Integrity Inventory are prominent examples of these tests.

 Attitude tests

Attitude test assess an individual's feelings about an event, person, or object. Attitude
scales are used in marketing to determine individual (and group) preferences for brands,
or items. Typically attitude tests use either a Thurstone scale, or Likert Scale to measure
specific items.
 Neuropsychological tests

These tests consist of specifically designed tasks used to measure a psychological

function known to be linked to a particular brain structure or pathway.
Neuropsychological tests can be used in a clinical context to assess impairment after an
injury or illness known to affect neurocognitive functioning. When used in research, Page | 4
these tests can be used to contrast neuropsychological abilities across experimental
groups.

 Infant and Preschool Assessment

Due to the fact that infants and preschool aged children have limited capacities of
communication, psychologists are unable to use traditional tests to assess them.
Therefore, many tests have been designed just for children ages birth to around six years
of age. These tests usually vary with age respectively from assessments of reflexes and
developmental milestones, to sensory and motor skills, language skills, and simple
cognitive skills.

Common tests for this age group are split into categories: Infant Ability, Preschool
Intelligence, and School Readiness. Common infant ability tests include: Gesell
Developmental Schedules (GDS) which measures the developmental progress of infants,
Neonatal Behavioral Assessment Scale (NBAS) which tests newborn behavior, reflexes,
and responses, Ordinal Scales of Psychological Development (OSPD) which assesses
infant intellectual abilities, and Bayley-III which tests mental ability and motor skills.

Common preschool intelligence tests include: McCarthy Scales of Children’s Abilities

(MSCA) which is similar to an infant IQ test, Differential Ability Scales (DAS) which
can be used to test for learning disability, Wechsler Preschool and Primary Scale of
Intelligence-III (WPPSI-III) and Stanford-Binet Intelligence Scales for Early Childhood
which could be seen as infant versions of IQ tests, and Fagan Test of Infant Intelligence
(FTII) which tests recognition memory.

Finally, some common school readiness tests are: Developmental Indicators for the
Assessment of Learning-III (DIAL-III) which assesses motor, cognitive, and language
skills, Denver II which tests motor, social, and language skills, and Home Observation
for Measurement of Environment (HOME) which is a measure of the extent to which a
child’s home environment facilitates school readiness.

Infant and preschool assessments, since they do not predict later childhood nor adult
abilities, are mainly useful for testing if a child is experiencing developmental delay or
disabilities. They are also useful for testing individual intelligence and ability, and, as
aforementioned, there are some specifically designed to test school readiness and
determine which children may struggle more in school.
 Personality tests

Psychological measures of personality are often described as either objective tests or

projective tests. The terms "objective test" and "projective test" have recently come under
criticism in the Journal of Personality Assessment. The more descriptive "rating scale or
self-report measures" and "free response measures" are suggested, rather than the terms Page | 5
"objective tests" and "projective tests," respectively.

 Objective tests (Rating scale or self-report measure)

Objective tests have a restricted response format, such as allowing for true or false
answers or rating using an ordinal scale. Prominent examples of objective personality
tests include the Minnesota Multiphasic Personality Inventory, Millon Clinical Multiaxial
Inventory-IV,[12] Child Behavior Checklist,[13] Symptom Checklist 90[14] and the Beck
Depression Inventory.[15] Objective personality tests can be designed for use in business
for potential employees, such as the NEO-PI, the 16PF, and the OPQ (Occupational
Personality Questionnaire), all of which are based on the Big Five taxonomy. The Big
Five, or Five Factor Model of normal personality, has gained acceptance since the early
1990s when some influential meta-analyses (e.g., Barrick & Mount 1991) found
consistent relationships between the Big Five personality factors and important criterion
variables.

Another personality test based upon the Five Factor Model is the Five Factor Personality
Inventory – Children (FFPI-C.).

 Projective tests (Free response measures)

Projective tests allow for a freer type of response. An example of this would be the
Rorschach test, in which a person states what each of ten ink blots might be.

Projective testing became a growth industry in the first half of the 1900s, with doubts
about the theoretical assumptions behind projective testing arising in the second half of
the 1900s. Some projective tests are used less often today because they are more time
consuming to administer and because the reliability and validity are controversial.

As improved sampling and statistical methods developed, much controversy regarding

the utility and validity of projective testing has occurred. The use of clinical judgement
rather than norms and statistics to evaluate people's characteristics has raised criticism
that projectives are deficient and unreliable (results are too dissimilar each time a test is
given to the same person). Another common projective test is the Thematic Apperception
Test (TAT), which is often scored with Westen's Social Cognition and Object Relations
Scales and Phebe Cramer's Defense Mechanisms Manual. Both "rating scale" and "free
response" measures are used in contemporary clinical practice, with a trend toward the
former.Other projective tests include the House-Tree-Person test, the Animal Metaphor
Test.
 Sexological tests

The number of tests specifically meant for the field of sexology is quite limited. The field
of sexology provides different psychological evaluation devices in order to examine the
various aspects of the discomfort, problem or dysfunction, regardless of whether they are
individual or relational ones. Page | 6

 Direct observation tests

Although most psychological tests are "rating scale" or "free response" measures,
psychological assessment may also involve the observation of people as they complete
activities. This type of assessment is usually conducted with families in a laboratory,
home or with children in a classroom. The purpose may be clinical, such as to establish a
pre-intervention baseline of a child's hyperactive or aggressive classroom behaviors or to
observe the nature of a parent-child interaction in order to understand a relational
disorder. Direct observation procedures are also used in research, for example to study
the relationship between intrapsychic variables and specific target behaviors, or to
explore sequences of behavioral interaction.

 Interest tests

Psychological tests to assess a person’s interests and preferences. These tests are used
primarily for career counseling. Interest tests include items about daily activities from
among which applicants select their preferences. The rationale is that if a person exhibits
the same pattern of interests and preferences as people who are successful in a given
occupation, then the chances are high that the person taking the test will find satisfaction
in that occupation. A widely used interest test is the Strong Interest Inventory, which is
used in career assessment, career counseling, and educational guidance.

 Aptitude tests

Psychological tests measure specific abilities, such as clerical, perceptual, numerical, or

spatial aptitude. Sometimes these tests must be specially designed for a particular job, but
there are also tests available that measure general clerical and mechanical aptitudes, or
even general learning ability. An example of an occupational aptitude test is the
Minnesota Clerical Test, which measures the perceptual speed and accuracy required to
perform various clerical duties. Other widely used aptitude tests include Careerscope, the
Differential Aptitude Tests (DAT), which assess verbal reasoning, numerical ability,
abstract Reasoning, clerical speed and accuracy, mechanical reasoning, space relations,
spelling and language usage. Another widely used test of aptitudes is the Wonderlic Test.
These aptitudes are believed to be related to specific occupations and are used for career
guidance as well as selection and recruitment.
 Biographical Information Blank

The Biographical Information Blanks or BIB is a paper-and-pencil form that includes

items that ask about detailed personal and work history. It is used to aid in the hiring of
employees by matching the backgrounds of individuals to requirements of the job
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Following are some of the commonly defined types of psychometric tests:

-Personality. Personality tests measure unobservable psychological factors such as an
individual’s attitudes, values, beliefs, and behaviors in relation to others.

 Interest - Interest tests or interest inventories measure a person’s preferences and

motivations, including what types of activities a person enjoys, the products he or she are
most likely to purchase, and motivational factors such as things that make an individual Page | 9
feel happy versus neutral.
 Aptitude - Aptitude or ability tests measure an individual’s attained skill level in any
number of subjects such as mathematics, reading comprehension, or problem solving.
Aptitude testing is also known as educational testing.
 Intelligence - Intelligence tests are designed to measure, through a refined testing process
combining various approaches to aptitude testing, a person’s innate level of intelligence.
 Achievement - Achievement tests are a form of aptitude testing that measure maximum
performance of learned skills.
 Occupational - Occupational tests are a combination of aptitude and interest tests
utilized in social service agencies, career counseling, high school counseling, and in
recruitment and employee development.
 Behavioral - Behavioral tests are a part of personality testing used in determining why
people make decisions, environmental factors that precipitate behaviors, how people react
to consequences, and how they learn. They are often used in substance abuse counseling,
correctional facilities and mental health centers; as well as when testing children for
behavioral disorders.
 Creativity - Creativity tests use pictures, drawing and sentence completion to measure
thought processes. They are used in early childhood development testing such as in
preschools and kindergartens, in private counseling such as art therapy, and in school
counseling in determining special needs education and giftedness.
 Neuropsychological - Neuropsychological testing includes clinical testing for an
individual’s perceptions, sensory functions, cognitive functions, and motor functions.
These tests are applied to patients with mental or behavioral disabilities, brain injuries,
those suffering from depression or trauma, and other clinical applications.
Neuropsychological assessment is often administered in batteries, or groups of tests
designed to cover all possible areas of brain impairment.
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Common Tests

Psychometric tests exist to quantify almost every facet of the human condition. Although there
are hundreds in use, the following lists some of better known tests:
 Wechsler Adult Intelligence Scale (WAIS) and Wechsler Intelligence Scale for Children
(WISC) - The Wechsler scale is the most commonly used clinical tool for testing adult,
adolescent and childhood intelligence quotient, or IQ.
 Bender Visual-Motor Gestalt Test - This test is used to assess development of visual-motor
skills in people with brain injuries and learning disabilities.
 Minnesota Multiphasic Personality Inventory (MMPI) - The MMPI is one of the most
commonly used tests to measure personality. It uses true/false questions measured against a series Page | 11
of scales to diagnose aspects of an individual’s personality such as need for control, emotional
sensitivity, perception of health, and other factors. A number of variations of this test exist.
 California Psychological Inventory (CPI) - The CPI is very similar to the MMPI but is made up
of 240 questions in addition to the MMPI’s 194 questions. The CPI is designed to test the
personality traits of “normal” individuals.
 Rorschach Inkblot Test - One of the oldest psychometric tests in existence, this test is also
referred to as the Rorschach test or the inkblot test and is used to analyze an individual’s
personality and creative and emotional thought patterns.
 Thematic Apperception Test (TAT) - The TAT test is also known as a picture interpretation
test, used to determine personality, motivations, and problem-solving abilities. It is widely
accepted as a tool to understand a person’s subconscious or repressed thoughts. The TAT test and
the Rorschach tests are both known as projective psychological tests.
 Sentence Completion Test - In sentence completion tests, individuals are given the beginning of
a sentence (called a stem) and asked to complete the sentence. These tests are designed to give
insights into a respondent’s personality, preferences, attitudes, motivations, and mental state.
These tests are used in marketing, career counseling, and for psychotherapeutic assessments.
 Goodenough-Harris Draw-A-Person Test - Variations of this test are used to measure
childhood and adolescence intelligence, thought processes, and development. Children are asked
to make three different drawings: a man, a woman, and themselves. The test is then scored based
on an established quantitative scoring system consisting of analyzing 14 different aspects of each
drawing, such as presence or absence of limbs and proportion of body parts.
 House-Tree-Person Test - Another test for creativity, intelligence, and development in children,
the subject is asked to draw a house, a tree, and a person on three different sheets of paper. They
are then asked specific psychological questions about each drawing.
 Stanford-Binet Intelligence Scale - Based on one of the oldest and most reliable tests for
intelligence and development in children, the Stanford-Binet Intelligence Scale is commonly used
on people of all age groups to test for learning disabilities, mental retardation, developmental
delay, and giftedness. The test scores four areas of cognitive ability designed to assess an
individual’s problem-solving skills.
 Strong Interest Inventory - The Strong Interest assessment is the most commonly used
psychometric test to aid people in educational and career decision making. It measures people’s
interest in four categories: general occupational themes, basic interest scales, personal style
scales, and occupational scales.
 Career Interest Profiler - This assessment can be found in a number of different forms but is
designed to correlate a person’s interests and personality to careers.
 Career Values Scale - The Career Values Scale is commonly used in career testing to determine
personal values of an individual that might influence his or her career choices and levels of
satisfaction in certain jobs.
 Work Personality Index (WPI) - The WPI is another test considered reliable to measure a
subject’s personality in relation to career effectiveness. The WPI measures 17 distinct personality
traits in relation to job performance.
 Myers-Briggs Type Indicator - The Myers-Briggs Type Indicator is one of the best-known
personality tests. It measures psychological preferences in people in how they perceive
themselves, their environment, and how they make decisions. It uses a four-part matrix to assign
 16 different personality types to individuals and goes on to explain how these types interact with
each other.
 Individual Style Survey - The Individual Style Survey is a reputable but broad psychometric test
for how individuals respond to others and to their environments. It categorizes people in one of
four major style groups (dominant, influencing, harmonious, cautious) and in one of two major
orientation groups (people/task or introspective/interactive). The subject rates him or herself and
asks three other people to rate him or her using the same categories. Page | 12

PSYCHOMETRIC ASSESSMENT AT IHBAS , NEW DELHI :

The OPD service consists of psychological evaluation and formal assessments, counseling,
parental psychoeducation, individual psychotherapy and pharmacological interventions.

CRF : 10-06-29615

Name: Nasikul Islam Age : 14 years

Sex : Male Education : 4th class

Occupation: Student Language spoken: Hindi

Residence : Rural Date of testing : 12/06/2019

Religion: Muslim

Date of admission- 10/06/2019

Under section- 89

CHIEF COMPLAINTS :

Poor academics * since childhood

Poor comprehension * since childhood

Poor social interaction * since childhood

Aggressive behavior * for last 3-4 years

BACKGROUND INFORMATION ( Including Milestones):

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Information was collected by means of interview with parents. Birth delivery was normal .
Immediate birth cry was delayed . He diagnosed with epileptic seizures . His neurodiagnostic
report reflecting that suggestive of seizure disorder . There are bilateral high voltage bursts of
slow and sharp waves with spikes and phase reversal . Developmental milestones were achieved
within normal limits . The patient was dull in childhood . He had poor social interaction with
family as well as friends. He studied up to class 4th but was poor in comprehension and has poor
academic record. There is history of mental illness in family .

GENERAL BEHAVIORAL OBSERVATION:

Cooperation : Cooperative

Attention – arousal : Delayed

Concentration : Distracted

Interest / Motivation : Not present

Comprehension : Inadequate

Psychomotor activity : Retarded

Behavioral problems : Present , Aggressive behavior , poor academics

Emotional problems : Present , Poor social interaction

Needs Reinforcement : Yes

Vision : Normal

Hearing : Normal

Motor weakness : No

Other handicaps : No

SEGUN FORM BOARD (SFB) :

Observation :  Trial and error method/ Correct discrimination

Form perception : adequate/ poor

Visuo-motor coordination – adequate/poor

Capacity to learn from previous experience good/fair/poor 

Trial I …120 seconds……..

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Trial II …100 seconds ……….

Trial III …85 seconds……….

Total time taken : 305

MA for shortest time ……2.5….

MA for total time ……2.5…..

IQ :…30…….

Impression : Moderate level mental retardation

DEVELOP MENTAL SCREENING TEST :

Developmental Age : 2 year 2 months

Developmental quotient : 22

DEVELOPMENTAL SCREENING TEST

LEVEL 0-1 YEAR

1. Cries/laughs 

2. Balances head ×

3. Grasps object within reach ×

4. Reaches for familiar persons 

5. Rolls over(unassisted) ×

6. Reaches for nearby objects 

7. Occupies self unattended 

8. Sits unsupported ×

9. Pulls self upright 

10. Talks/imitates sounds ×

11. Drinks from cup or glass assisted ×

12. Moves about on floor(creeping/crawling) 

13. Grasps with thumb and finger 

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14. Demands personal attention ×

15. Stands alone ×

16. Does not drool ×

17. Follows simple instructions 

AGE LEVEL I-II YEAR

18. Walks about unattended ×

19. Marks with pencil or crayon×

20. Masticates (chews)solid or semi-solid food

21. Removes shoes or sandals, pulls off socks 

22. Transfers objects ×

23. Overcomes simple obstacles×

24. Fetches or carries familiar objects 

25. Drinks from cup or glass unassisted×

26. Walks or uses go-cart for walking 

27. Plays with own hands 

28. Eats with own hands ×

29. Goes about house or yard ×

30. Discriminates edible substances from non-edibles×

31. Uses names of familiar objects ×

32. Walks up-stairs unassisted ×

33. Unwraps sweets, chocolates 

34. Talks in short sentences 

AGE LEVEL II-III YEAR

35. Asks to go to toilet 

36. Initiates own play activities 

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37. Removes shirt or frock

38. Eats with spoon 

39. Drinks (Water) unassisted ×

40. Dries own hands ×

41. Avoids simple hazards ×

42. Puts on shirt or frock unassisted (need not button) ×

43. Can do paper folding ×

44. Relates experiences 

AGE LEVEL III-IV YEAR

45. Walks downstairs, one step at a time 

46. Plays cooperatively at kindergarten level 

47. Buttons shirt or frock 

48. Helps at little household tasks ×

49. ‘Performs’ for others ×

50. Washes hands unaided 

AGE LEVEL IV-V YEAR

51. Cares for self at toilet ×

52. Washes face unassisted 

53. Goes about neighborhood unattended ×

54. Dresses self except for tying or buttoning

55. Uses pencil or crayon for drawing ×

56. Plays competitive exercises, games 

AGE LEVEL V-VI YEAR

57. Uses hoops, flies kites, rides tricycles 

58. Prints(writes) simple words ×

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59. Plays simple table games ×

60. Is trusted with money ×

61. Goes to school unattended ×

AGE LEVEL VI –VII YEAR

62. Mixes rice “properly” unassisted ×

63. Uses pencil for writing
64. Bathes self assisted ×
65. Goes to bed unassisted ×

AGE LEVEL VII –VIII YEAR

66. Tells time to quarter hour ×

67. Helps himself during meals ×

68. Refuses to believe any magic and fairy tale ×

69. Participates in pre-adolescent play 

70. Coombs or brushes hair ×

AGE LEVEL VIII –IX YEAR

71. Uses tools or utensils ×

72. Does routine household tasks ×

73. Reads on own initiative ×

74. Bathes self unaided ×

AGE LEVEL IX-X YEAR

75. Cares for self at table(Meals) ×

76. Makes minor purchases 

77. Goes about home freely ×

AGE LEVEL X-XI YEAR

78. Distinguishes between friends and play mates ×

79. Makes independent choice of shops ×

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80. Does small remunerative work, makes articles

81. Follows local current events×

AGE LEVEL XI-XII YEAR

82. Does simple creative work ×

83. Is left to care for self or others ×

84. Enjoys reading books, newspapers and magazines ×

AGE LEVEL XII- XV YEAR

85. Play difficult games ×

86. Exercise complete care of dress ×

87. Buys own clothing accessories ×

88. Engages in adolescent group activities ×

89. Performs responsible routine chores ×

VINELAND MATURITY SCALE :

Social age : 2 years 4 months Social quotient : 24

Self help general : 32

Self help eating : 24

Self help dressing : 10.8

Self direction: less than 58

Occupation : 32

Communication : 21.6

Locomotion : 19.2

Socialization : 40
IMPRESSION : The overall tests findings indicates severe level of impact in developmental and
socio adaptative functioning along with moderate level of mental retardation . He has mild level
of hyperkinetic features.

Suggestions :
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 The reason for wide gap between intelligence and socioadaptative functioning may be
lack of exposure
 Parental counselling regarding mental retardation
 Behavior modification program in coordination with skill training . This might help to
improve socio adaptative functioning