B.Ed.

Semester-IV PAPER- XXV & XXVI (OPTION-I)

GUIDANCE AND COUNSELLING

Lesson No.2 AUTHOR : PARAMJIT KAUR SANDHU

TYPES OF GUIDANCE: EDUCATIONAL, VOCATIONAL AND PERSONAL :

THEIR MEANING,OBJECTIVES AND NEED
Guidance is of various types. At different stages of the development different
thinkers have given their different views on it. Some authorities are of the view that
Guidance is of 56 types. Others say that it is of 17 types. Still other limit the types of
five, namely, Educational, Vocational, Personal, Civil and Moral and Leisure types Mainly,
however, there are three important types of guidance; Educational,Vocational and
Personal.
Types of Guidance:
Jones, Brewer and Patterson have given different types of guidance. According
to Jones, types of guidance are as under
(i) Vocational guidance (ii) Courses, curriculum and school guidance (iii) Civil
and moral guidance (iv) Leisure time and cultural guidance (v) Guidance for citizenship.
(vi) Guidance for personal well being (vii) Guidance for right doing (viii) Guidance in
thoughtfulness and co-operation (ix) Guidance in wholesome cultural action.
According to Patterson, five types of guidance are :
(i) Educational (ii) Vocational (iii) Personal (iv) Health guidance (v) Economic
guidance.
In the ultimate analysis guidance may be grouped into the three major categories
as:
1. Educational Guidance
2. Vocational Guidance
3. Personal Guidance
Now we will discuss these three types of guidance.
I. Educational Guidance
Educational guidance is aimed to aid students to their problems related to
different levels of education. From primary to university level, Students differ as regards
the intellectual abilities and interests. They are guided to select courses in accordance
with their intellectual abilities and interests. So that after completing formal education
they may effectively adjust in their environment.
(A) Meaning
In the words of Brewer, "Educational guidance may be defined as a conscious
effort to assist in the intellectual growth of the individual. Anything that has to do with
instruction or with learning may come under the term educational guidance."
According to Myers, "Educational Guidance is a process concerned with bringing
about between an individual pupil with his distinctive characteristics on the one hand,

10
B.Ed. Semester-IV 11 PAPER- XXV & XXVI (OPTION-I)
and differing groups of opportunities and requirements on the other, a favourable setting
for individual's development or education.
According to Jones, "Educational guidance is the assistance given to the pupil
in their choices and adjustment with the relation to schools, curriculum, courses and
school life."
According to this definition, educational guidance may include guidance in the
following matters.
How to study, using common tools of learning , adjusting school life to other
activities , learning to speak, interview, taking examinations, using libraries, and making
important decisions at each of the cross roads in life.
Educational guidance does not merely end with telling a child which course to
take. It is to see him through that course.
Ruthstrang observes that Educational Guidance is a programme concerned with
such questions as :
(a) What is this boy or girl for?
(b) What kind of education will reveal his capacities and help him to develop
himself?
In fact, as Traxler has pointed out, educational guidance is vitally related to
every aspect of the school. The curriculum, the methods of instruction, disciplinary
procedures, attendance, the extra curricular activities, the health and physical fitness
programmes and community relations.
(B) Objectives of Educational Guidance:
In Educational guidance there is emphasis on the educational and social
development of the student so that he is able to achieve healthy adjustment, social
relationships and economic prosperity as well becomes a good citizen. Crow and Crow
have given the following aims of educational guidance at high school level:-
1. Select the curriculum that best fits abilities, interests and future needs
of the student.
2. Develop work and study habits that enable him to achieve satisfactory
success in his studies.
3. Gain some experience in learning areas outside the particular field of his
special interests and talents.
4. Understand the purpose and the function of the school in relation to his
needs.
5. Discover all that his school has to offer and plan a programme of studies
accordingly.
6. Learn about the purpose and function of college or school he may wish
to attend later.
7. Elect, try out courses or expletory courses in order to gain insight
into learning areas that still lie ahead.
8. Participate in out of class activities in which he can develop potential
B.Ed. Semester-IV 12 PAPER- XXV & XXVI (OPTION-I)
leadership qualities.
9. Appraise his fitness for continued study in a college or other school or in
a particular vocation.
10. Develop an attitude which will stimulate him to continue his education
in a school selected for its worth to him in relation to his talents and
training.
11 . Adjust to the curriculum and the life of the school.
(C) Need of Educational Guidance:
The following are same of the reasons due to which educational guidance is
essential or is needed by pupils.
1. Choice of Courses: Educational guidance is not needed if only one type of
course is taught in the school. But when a number of courses are taught, pupils have
the opportunity to choose one or other courses. For making an audicious higher
secondary education or to go in the some vocational course, educational guidance is a
must. We proudly boast of the new system (10+2+3) of education which offers a variety
of courses. To help the child choose the right course, the course for which he is fit in the
light of his aptitude, interest, and intelligence, educational guidance is a must. The
success of the new system of education hinges on the care and freedom with which
students are, guided in the choice of curricular offering.
2. To Check Wastage and Stagnation: As a result of the wrong choice of course
many students leave the course mid way or fail or attain low marks. This leads to
wastage and stagnation. It also results in frustration. This is to be avoided and this is
possible through proper educational guidance.
3. Decisions about Future: When the students have to plan for their future
following completion of their course in the school, they need educational guidance
which alone will help pupils decide whether to go in for higher education or for training
for some job.
4. For Exceptional Children: There is no denying the fact that in our schools,
the teacher proceeds with the average student in mind. Exceptional children, especially
the gifted and backward, remain un-attended or are not benefited by the class room
teaching. If we are really interested in the welfare of each child, educational guidance is
most essential. Exceptional children have to be attended to their potentialities recognised
or their limitations taken care or Plans of their education are to be made and
implemented. Similarly, the other types of special children i.e. handicapped, mentally
deficient, students with special types of disabilities need guidance the utmost.
5. Need of Making Adjustment in School or College : Adjustment to the
educational environment is essential for the proper educational growth and well being
of children. The child enters the school directlty from his home environment. Here he
finds a very formal setting as compared to informal setting of home. He gets novel
experiences which are sometimes strange to him. He needs to read, write, speak, obey,
discipline, and participate in teaching-learning process. He has to appear in
B.Ed. Semester-IV 13 PAPER- XXV & XXVI (OPTION-I)
examinations. He has to participate in curricular and co-curricular activities. Hence he
is in need of educational guidance.
6. To Realise Aims and Objectives of Education : Education aims at harmonious
development of individual. If this aim is to be realised guidance in the field of education
is essential. Abilities of children can be developed and utilised through educational
guidance.
The need of educational guidance can be summed up in one sentence: "Different
educational roads lead to different educational and vocational goals. We are to ensure
through educational guidance that the child is on the right educational road."
ll. Vocational Guidance: Vocational guidance has been defined in several ways.
Frank person wrote nearly eighty years ago on Vocational guidance. "The Vocational
Bureau is intended to aid young people in choosing an occupation themselves for it,
finding an opening in it find building up a career or efficency and success."
National Vocational Guidance association of America, 1937 defined Vocational
Guidances as the process of assiting the individual to choose an occupation, prepare
for it, enter upon the progress in it." Their General conference of International Labour
Organisation in 1949 described Vocational Guidance" as assistance given to an individual
in solving problems related to occupational choice and progress with due regard for the
individual characteristics and their relation to occupational opportunity."
Vocational guidance is developmental process which begins in school and
continues throughout the working life of the individual. It aims at fitting round page in
round holes. Vocational guidance is related to increase maturity by to giving detailed
and essential carrer information concerning different vocational avenues, understanding
the requirements, demands, limitations of vocational development choosing a particular
vocation in the light of one own needs, abilities and aptitudes.
At the same time vocational guidance is not to be confused with vocational
education. Both terms are distinct. Vocational education may begin where vocational
guidance ends.
Some authors have attempted to analyse the various definitions of vocational
guide. They describe the following features of vocational guidance.
(i) To give adequate information regarding the world of work.
(ii) Help to make proper choice for the future vocation, and sharpen decision
making skills.
(iii) Get adequate training or preparation.
(iv) Guides to achieve maximum success and satisfaction in the chosen
vocation.
(A) Objectives of Vocational Guidance: Vocational guidance basically exphasies
"choosing preparing for, entering upon, and making progress in an occupation." Hence
the main aim of vocational guidance is to collect all information in regard to an individual.
Discussing the aims of vocational guidance, Crow and Crow have stated the following
as specific aims of guidance.
1. Assisting a pupil to acquire knowledge of the functions, duties,
B.Ed. Semester-IV 14 PAPER- XXV & XXVI (OPTION-I)
responsibilities and rewards of occupations that lie within the range of
his choice.
2. Assisting a pupil to discover his own abilities and skills and to fit them
into the general requirements of the occupation under consideration.
3. Assisting the pupil to evaluate his own capabilities and interests with
regard to their greatest worth to him and to society.
4. Helping the individual develop an attitude towards work that will dignify
whatever type occupation he may wish to enter. The important bases for
choice should be personally achieves satisfactions and that will enable
the learner to get the feel of several types of activities.
5. Assisting the individual to think critically about various types of
occupations and to tell technique for analyzing information about
vocations.
6. Assisting the mentally handicapped, the physically handicapped, or the
economically handicapped to make that adjustments the will be best for
them in their struggle for a fuller life for personal and social welfare.
7. Instilling in the pupil a confidence in the teachers and other guidance
personnel that encourage him when he confers with them on personal
and vocational problems.
8. Assisting the pupil to secure the necessary information about the facilities
offered at various education institutions engaging in vocational training.
9. Providing information for the learner about the admission requirement,
the length of training, and the cost of attend any institution of higher
learning to which he may wish to graduation from high school in order to
continue his vocational preparation.
10. Giving assistance during school years so that the individual will be able
to adjust with the job to work conditions and to other workers.
11. Assisting each pupil to appreciate his right full place in a group of workers
and to become a functional member of the team.
12. Altering the pupil to the long range training needed to become proficient
in most lines of endeavour.
13. Cautioning each learner concerning fads short cuts to vocational
competency.
14. Helping the learner realize that success is purchased at the price of effort,
and that satisfaction on the job derives from doing his work
conscientiously and competently.
(B) Need of Vocational Guidance:
1. Changed Scenario of Vocations: Vocations have changed during thelast
few decades. The times are gone when son used to acquire the profession
of father. The technical and scientific advancement have given rise to a
complex world of work. Hence there is a necessity of guidance services
for these varied jobs. In the process of modernisation, Liberalisation,
B.Ed. Semester-IV 15 PAPER- XXV & XXVI (OPTION-I)
industrialisation. Guidance is also to prepare the students, to gain access
to these occupations, which are yet to come up in the world of work.
2. Problems of Unemployment: Unemployment is the major problem ofthis
country. So many graduates and post graduates are unemployed. One of
reason is that they are not guided properly.
3. Vocational Maladjustment: The people who are not interested in teaching
profession are working as teachers, who are not interested in medicine
are working as doctors and so on. This vocational maladjustment is
increasing frustrations and stress in society. Hence the need of vocational
guidance.
Vocational guidance is also needed to place the handicapped persons on the
right job so that they are not lost to the society.
The movement of guidance was started in second decade of the previous century
in year 1915. Dr. G.S. Bose of Calcutta University, for the first time, opened the applied
psychological laboratory and worked by using mental testing tools in India. In the year
1941, Mr. S. R. Batliboi in Bombay opened vocational guidance bureau. In 1947,
vocational guidance bureaus were opened in Bombay, Maharashtra and Gujrat. All
India educational and vocational association was formed in 1956.
Ill. Personal Guidance
The third kind of guidance is the personal guidance. It is concerned with the
problems of health, emotional adjustment, social adjustment including recreation and
leisure time activities.
(A) Definition of Personal Guidance:
Personal guidance may be defined as the assitance offered to the individual to
solve his emotional, social, ethical and moral as well as health problems. Thus personal
guidance deals with all those problems of an individuals's life which are not covered
under educational and vocational guidance.
According to Crow and Crow :
"Personal guidance refers to help given to an individual for better adjustment,
the development of attitudes and behaviour in all areas of life."
(B) Objectives of Personal Guidance:
The objectives of personal guidance can be better understood if we keep in
mind that personal guidance does not exclude social life of the individual. In personal
guidance, the individual and social aspects of life and problems are taken into account.
In his matter, personal guidance is concerned with social and civic activities, health
and physical activities, worthy use leisure time and chareacter building activities.
The purpose of personal guidance is to help the individual in his physical,
emotional, moral, social and spiritual development and adjustment. As regards physical
development play activities of children have to be properly organised. Emotional
development of children has to be provided with opportunities for self expression.
Our purpose of personal guidance is to help young boys and girls to solve their
problems. Some problems are so highly personal in nature that the individual out of
B.Ed. Semester-IV 16 PAPER- XXV & XXVI (OPTION-I)
fear, shame or guilt is not willing to discuss these problems. In such a situation, he
needs an individual in whom he can confide and seek clarifications of his problems.
Some of the problems may pertain to health and emotions and others may be related to
social and moral issues.
(C) Need of Personal Guidance:
Some of the needs as given by Crow and Crow are as follows:
(i) To give the individual the assistance that will enable him to overcomethe
awkward years in physical development.
(ii) To assist the pupil to become a good school citizen in his civic and social
relations.
(iii) To assist the pupil to move gradually from dependence on others to
independence of judgement and action.
(iv) To encourage the pupil to work to the limit of his capacity with full
knowledge that he may not be as capable as other pupils.
(v) To help the pupil to participate in social life through joining clubs and
taking part in other school activities.
(D) Imparting Personal Guidance
Following steps are involved in imparting personal guidance:
1. Collection of Information:
Information data is collected from all aspects of the individual. His intellectual,
social, emotional, physical, academic personality traits, interest and aptitudes are the
various aspects from where data is collected.
2. Diagnosis of the Problem :
The analysis of the data is done. Ways and means of solving the problems are
worked out. This is basically diagnosis.
3. Prognosis of the Problem :
Prognosis consists of visualising extent to which the guidance personnel will
succeed in solving person's problem. Guidance personnel visualises the result of the
guidance which he proposes to the individual in order to solve his problems.
4. Therapy:
Here the guidance personnel comes forward with a satisfactory solution of
problem. He tries to make the individual gain an insight into his problem. Different
techniques which are used in therapy are suggestion, sublimation, rational persuation,
re-education, play therapy, change in environment,. psycho-analysis and non-directive
therapy.
5. Follow up Action:
After giving guidance it is essential to know that upto what extent the
problems had been solved. Hence follow up is necessary, personal guidance is
more or less incomplete without follow up study. Method of follow up studies
is given below:
1. Card file method
B.Ed. Semester-IV 17 PAPER- XXV & XXVI (OPTION-I)
2. Questionnaire method
3. Contact through letters.
Summary :
Educational guidance, in the words of Brewer, may be defined ''as to conscious
effort to assist in the intellectual growth of the individual. Any thing that has to do with
instruction with learning may come under the term Educational Guidance."
Its need is felt because of such things as choice of courses out of a large number
of courses made available in the school, of checks wastage and stagnation, enables to
make decisions about future, and helps children in making adjustment.
Vocational guidance is defined as, "the process of assisting the individual to
choose an occupation, prepare for it, enter upon it and progress in it."
Vocational guidance is a long, continous process which begins in the school and
is needed throughout the working life of the individual.
Personal guidance is needed because of such reasons as individual difference
availability of large number of occupation, for personal and social problems, and the
like.
SUGGESTED QUESTIONS
1. Discuss various types of Guidance ? Explain their importance.
2. What is the meaning .of Educational Guidance ? Discuss its need in detail.
3. What do you mean by Vocational Guidance? Discuss its need in detail.
4. What do you mean by term "Personal Guidance ?" Discuss the steps in imparting
personal guidance.
BOOKS RECOMMENDED
S. K. Kochar : Educational and Vocational Guidance in
Secondary School
S. B. Kakkar : Educational Psychology and Guidance
J. S. Walia : Foundations of Educational Psychology
Sitaram Jayaswal : Guidance and Counselling
Kanwarjeet Singh : An Introduction of Educational Psychology
and Guidance
S. S. Chauhan : Principles and Techniques of Guidance
Shertzer and Stone : Fundamentals of Guidance
S. K. Kochhar : Guidance in Evaluation (Punjabi)
T. S. Sodhi and S.P. Suri : Educational and Vocational Guidance
(Punjabi)
Meenakshi Sharma : Educational and Vocational Guidance
(Punjabi)
B.Ed. Semester-IV PAPER- XXV & XXVI (OPTION-I)
ACADEMIC SESSION : 2016-17 Testing Technieques: Testing of Mental
Abilities, Aptitudes and Interests

Lesson No.3 AUTHOR : PARAMJIT KAUR SANDHU

The individual's life is getting complex day by day. The individuals have to face
many types of problems, and difficult situations. Understanding an individual is
dependent upon knowledge of how he acts in different situations. This understanding
may come from observations by those who know him in school, at home or in the
community . So there is a need of guidance. For providing guidance there is a need for
the understanding of the individuals. There are major areas of guidance like educational
institutions, vocational institutions, home environment, religious situations and Health
status etc. To give a programmed guidance to any individual there is need to
understanding the individual. Major areas of individual's life which require guidance
are :
1. Educational Institutions
2. Vocational Places
3. Home Environment
4. Religious Situation
5. Health Status
6. Sexual Guidance

1. Testing Techniques:
Without rich knowledge good psychological tests, the guidance services will
remain incomplete. Some tests are related with some of the cultures such tests are to
be made to suit to our culture.
Psychological tests are also used to understand the individual. The
world is moving at a very fast pace and we don't have both experts and time to
cater to needs of each and every individual. Hence it is a very difficult task to
understand each and individual .

A psychological test has been defined in different ways. According to Anastasi.

"It is essentially an objective and standardised measure of a sample of behaviour."
Freeman says, "A psychological test is a standardised instrument designed to measure
objectively one or more aspect of a total personality by means of samples of verbal or
non-verbal response, or by means of other behaviours." The psychologists have an
opinion that the psychological test is a pattern of selected and organised responses
which will reveal certain psychological characteristic of the person.

18
B.Ed. Semester-IV 19 PAPER- XXV & XXVI (OPTION-I)
Need of Psychological Tests in Different Areas of Guidance:
Man being a complex individual has different traits such as intelligence. interests
and aptitudes. With the background of all these differences, the individuals has to
make vario.us choices. To help him there is a need for some objective measurement in
the form of psychological tests of different types. The psychological tests in different
areas are supposed to meet the following needs:
1. To help students at critical points when they have to make a decision.
For example, the single factor that Tinku's parents want him go in for
architecture. Tinku's choice is in favour of architecture. But if the
quantitative data is also available signifying the capacity of Tinku to go
in for architecture, the situation 'becomes more clear and satisfactory
decisions can be arrived at. Psychological test can help a pupil to decide
whether he should continue his studies or start the business.
2. The test enables the counsellor to uncover as many promising
opportunities as possible for the counsellor. It is not enough in a guidance
setting to know that Kuldeep has aptitude for medical studies if he has
also the potential of an electronics engineer.Kuldeep and counsellor need
to know that too. It is important that a number of psychological tests be
used to uncover as many promising opportunities as possible to enable
the counsellor make a choice based on knowledge.
3. The test help teachers to adapt teaching to the needs of students.
If the teacher objectively assesses the interests and capacities
of the students with the help of psychological tests, he can adapt
his teaching methods of their needs. He can also differentiate between
the slow learners and under achievers and can help them accordingly.
4. Students in the universities, colleges and schools have to decide about
courses, co-curricular and curricular activities. Many decisions in fact,
may be made on the basis of chance, situational factors. Psychological
tests can be used to provide some additional basis for a decision.
5. The tests help in the selection of students for special schools, for the
award of scholarships for residential schools like Navodaya school to
which children from the weaker sections of society can be admitted. This
can be found with the help of psychological and standardized achievement
tests.
6. Some colleges provide individual counselling for pupil with respect to
their educational and vocational plans. Many colleges also provide some
sort of clinical service for maladjusted students. Counsellor uses the
meaningful and relevant data obtained from the tests as a partial basis
for the client centerd interviewing and clinical judgements.
7. The tests help in the selection of students for admission to special
institution like the National Defence Academy, Indian Military Academy,
B.Ed. Semester-IV 20 PAPER- XXV & XXVI (OPTION-I)
Naval Academy, Air Force Academy , Armed forces etc. There is also a
number of professional colleges and institutions where psychological
standardized achievement tests are used for admission to these
institutions.
8. The tests can be used to help establish homogeneous groups with in
elementary and secondary school system and college set ups. The
placement in class appropriate to the student's potential can accelerate
development and improve self concept.
9. The tests help in the distribution of guidance personnel in various
branches of services.
10. The tests help in the psychological diagnosis of students. In any schoolor
college there are numbers of students who have emotional 'problems,
which effect their learning ability.
11. The tests help the teachers in dealing with educational and behavioural
problems.
12. The tests help in the treatment of psychiatric problem. When a patient
comes to a mental hospital clinic, it is essential to find out the type of
person he is and the way he responds to the treamtment. Psychological
tests can be helpful in taking this crucial decision.
According to Kochhar, carefully constructed and wisely
administered psychological tests can provide good measures of the liabilities, interests,
attitudes, aptitudes and personally traits. They can help in diagnosis and prediction,
selection and classification and can be of immense use in many situations and jobs.

MEANING AND DEFINITION OF APTITUDE

Next to intelligence, aptitude is considered to be another important characteristic
of an individual which can predict the future success or failure of an individual in one
occupation or area or occupations. It is asserted that aptitudes are related to vocational
success as intelligence is related to success in general. Further, aptitudes play a very
important role in the development of an individual.
An aptitude is a special ability in an area or field of performance. There is,
however, disagreement among authorities on the precise definition of aptitude. According
to some persons aptitude indicates inherited capacity i.e., it is inborn. Others believe
that it is the present ability or case of acquisition Is aptitude a unitary trait or a
combination of traits? Let us refer to a few definitions of aptitude to make the position
clear.
In the Dictionary of Education, aptitude defined as a "pronounced innate capacity
for or ability in a given line of endeavour such as a particular art, school subject or
vocation."
Warren defines aptitude as,''a condition or set of characteristics regarded as
B.Ed. Semester-IV 21 PAPER- XXV & XXVI (OPTION-I)
symptomatic of an individual's ability to acquire with training some knowledge, skill or
set of responses such as ability to speak a language or to produce music."
According to Traxler, " Aptitude is a present condition which is indicative,
of an individual's potentialities for the future."
Freeman has defined an aptitude as, "a combination of characteristics indicative
of an individual's capacity to acquire (with training) some specific knowledge, skill or
set of organised responses, such as the ability to speak a language, to become a musician,
to do mechanical work."

Some Characteristics of Aptitude: On the basis of different view points and

defInitions of aptitude, we can refer to the following characteristics of aptitudes:
1. Aptitude is an Abstract Noun: It is not a quality possessed by the
individual, but an integrative part of his personality.
2. Aptitude is a present condition with future references. It is, symptomatic
or indicative of potentialities.
Aptitude has predictive value. When we say that Radha has an aptitude for
music we mean that her present condition or ability reveals that if she is to learn music,
she will succeed in this line. Understanding of an individual's aptitudes helps us to
know what he or she will do in future.
3. Aptitude implies more than potential ability in performance. It involves
three things:
(i) Readiness to acquire proficiency in some skill, knowledge etc.
(ii) Ability to acquire proficiency in some skill, knowledge etc.
(iii) Satisfaction. from those activities after acquiring them.
4. Aptitude is a product of heredity and environment. In the words Traxler,
"It should be clearly understood that aptitude tests measure a complexof
innate tendencies and influence of training, and that there is no way of
separating the influence of heredity and environment in the test results."
5. Aptitudes are fairly, constant or stable. But in the absence of favourable
conditions and lack of practice, even the recognised aptitudes disappear.
Thus variation occurs with in the framework of environment factors.
6. An aptitude is not a unitary trait of human personality but a combination
of various traits. In other words, aptitudes are pluralistic and not unitary.
An individual has a number of mental characteristics and they can be
identified through the application of factor analysis. Thus, it is accepted
that an individual may have more than one aptitude.

Measurement of Aptitudes:
Like intelligence test, various aptitude tests have been devised to measure
aptitude of the individuals in various specific fields or activities. Tests for the purpose
of discovering specific aptitudes have been constructed in large numbers and in various
B.Ed. Semester-IV 22 PAPER- XXV & XXVI (OPTION-I)
areas. The results of these tests have yields some degree of reliable prediction, especially
in the areas of some manual or mechanical activities.
For many vocations, aptitude represents a complex ability so that it is very difficult
to reduce it to objective measurement. Jones rightly observes. "An adequate aptitude
would be one that would measure all the factors necessary for success, this is practically
impossible. The determination of aptitude for any job would require test of specific
abilities, personality, general mental ability, observations by skilled observes, and mental
and physical records. "
A number of tests for measuring aptitude have been constructed by different
authorities and psychologists which can be put into two groups:
1. Differential Aptitude Tests and
2. Specific Aptitude Tests
1. Differential Aptitude Tests (DAT) :
These are batteries of test (consisting of more than one set) standardized on the
same population so that several tests are comparable.
The Differential Aptitude Test Battery, constructed by George K. Benett Harold
G.Seashore and Alexander G. Wesman, is designed to assess the fundamental
intellectual ability namely (i) Verbal reasoning (ii) Numerical ability (iii) Abstract reasoning
(iv) Space relations (v) Mechanical reasoning (vi) Clerical speed and Accuracy (vii)
Language usage and (viii) Spelling and Sentences.
It was developed primarily for use in educational and vocational counselling of
high school students. It specially helps the counseller to give help in career possibilities.
2. General Aptitude Test:
The General Aptitude Test Battery (GATB) was developed by the United States
Employment Service in 1962. The Aptitude Battery consists of 12 tests. namely, (i)
Name Comparison, (ii) Computation (iii) Three Dimensional Space (iv) Vocabulary (v)
Tool Matching (vi) Arithmetic Reasoning (vii) Form Matching (viii) Mark Matching (ix)
Place (x) Turn (xi) Assemble and (xii) Dissemble. Eight of these are paper and pencil
tests and are issued in three booklets. The other four are apparatus tests.
The battery is designed to measure nine aptitude such as, (i) Intelligence.
(ii) Verbal Aptitude, (iii) Numerical Aptitude, (iv) Spatial Aptitude, (v) Form Perception
(vi) Clerical Perception, (vii) Motor Coordination (viii) Finger Dexterity and (ix) Manual
Dexterity.
3. Thurstron Tests of Primary Mental Abilities (PMA)
4. California Test of Mental Maturity (CTMM)
5. Air men Classification Test Battery.
6. Guilford Zimmerman Aptitude Survey.
7. Flanagam Aptitude Classification Test (FACT)
Special Aptitude
There are many kinds of specific attitude tests including Motor Dexterity Tests,
Mechanical Aptitude Tests, Clerical Aptitude Tests, Musical Aptitude Tests, Professional
and Scholastic Aptitude Tests.
B.Ed. Semester-IV 23 PAPER- XXV & XXVI (OPTION-I)
It is not possible to discuss all the aptitude and the methods of measuring
them. We shall, however, discuss those that are helpful in the guidance programme in
our school.
1. Mechanical Aptitude Tests :
Many test have been devised to measure manual dexterity and Mechanical
aptitude. Mechanical ability, like most other abilities, is composed of more than one
factor and so mechanical aptitude is not a unitary trait, but a combination of many
traits. Freeman observes, "The capacity designed by the term mechanical aptitudes is
not a single, unitary functions. It is a combination of sensory and motor capacities plus
perception of spatial relation. the capacity of acquire information about mechanical
matters and the capacity to comprehensive relationship."
Mechanical occupations require all these components but not in equal amounts.
In the words of Dr. Taneja, " The guidance worker has to estimate how much of each
component does an individual possess. Then by comparing his traits present in the
individual with the possible occupations that need these traits, he can help the individual
to select occupation that suit him most according to his mechanical skills."
Some of the well known mechanical aptitude tests are :
1. Minnesota Mechanical Assembly Test. (1923)
2. Minnesota Spatial Relations Tests. (1930)
3. The Revised Minnesota Paper From Board. (1948)
4. Stenquist Mechanical Aptitude Tests (Part 1&11).
5. L.J.O. Rourke's Mechanical Aptitude Tests (Part 1&11).
6. Bannet Tests of Mechanical Comprehension,
7. S.R.A. Mechanical Aptitude Test,
8. A Battery of Mechanical Aptitude Test (Hindi) prepared by Manovigyan
Shala, Allahabad.
The effectiveness of the mechanical aptitude tests has been studied from different
angles by different research workers. The inference drawn in these studies point to one
thing-that results of mechanical aptitude test should never be taken alone. the guidance
worker should consider grades in school work, number and kind of course taken in
school particularly those involving mechanical skills, hobbies, interests and scores on
mechanical aptitude tests before helping an individual to decide his future plans and
actions.
Clerical Aptitude Test:
Like mechanical aptitude, clerical aptitude is a combination of many traits.
According to Super, it is the ability of routine clerical work. Clerical aptitude is not
continued to office clerks only, it is also involved in other allied works.
According to Bingham, the following primary mental abilities have been found to
operate in clerical jobs."
(a) Perceptual Ability - ability to observe words and numbers with speed and
B.Ed. Semester-IV 24 PAPER- XXV & XXVI (OPTION-I)
accuracy.
(b) Intellectual Ability - to grasp the meaning of words and symbols.
(c) Motor Ability- ability to use various types of tools such as type, write
duplicator, punching machine etc.
Crow and Crow observed, "Since a large number of specific occupation are
included in the clerical field, test of aptitude must be specific to the type of activity for
which each test is intended."
The factors involved in clerical aptitude found by factor analysis in the existing
clerical test are:
(i) Speed and accuracy in simple clerical tests.
(ii) Speed in simple discrimination.
(iii) Spatial ability.
(iv) Speed in motor ability.
(v) Ability to observe and compare.
Apart from aptitude test, clerical aptitude can be measured with the help of the
following factors:
(i) Grades in academic subjects.
(ii) Social ability.
(iii) Hobbies and vocational interest.
Tests of Clerical Aptitude
Clerical aptitude consists of several kinds of items, some of which correlate
quite highly with scores on tests of general intelligence but differ from later in that
contains selected materials that are significant in cIerical occupations. In the six tests
of clerical aptitude there are sub-tests:
Test Sub-Tests
1. Detroit Clerical Test . • Hand writting-rate and quality checking,
rate and accuracy.
• Simple arithmetic
• Motor speed and accuracy
• Knowledge of simple commercial terms.
• Disarranged pictures
• Classifications: rate and accuracy
• alphabetical filing
2. General Clerical Test • Matching -Detecting errors in names
and numbers.
• Alphatezing and filing.
• Arithmetic: Locating errors in addition.
• Arithmetical problems
• Spellings
• Reading Comprehension, Word
meaning
B.Ed. Semester-IV 25 PAPER- XXV & XXVI (OPTION-I)
• Language usage: Grammer
3. Minnesota • Number Comparison
• Name Comparison.
4. Purdue • Spelling.
Computation.
• Checking-speed
• Word meaning
• Copying-accuracy
• Reasoning
5. Short Employment Numerical operations
• Word meaning
• Classification and filing
6. Turse • Verbal
• Number skills
• Written directions
• Checking-speed
• Classification and sorting
• Alphabetizing.
Musical Aptitude Tests :
"Special measures of Aptitude tests are needed more in the field of music and
art than in any other field. Musical ability has three aspects :
(i) Motor Aspect- It requires the mastery of pattern of action needed while
playing on an instrument.
(ii) Prescriptive Aspect- It includes various types of sensory discriminations
and complex musical relationships such as the composition of a chord,
pattern of a melody etc.
(iii) Interpretative Aspect- It involves aesthetic judgement about a melody or
harmony. Some important Musical Aptitude Tests are given below.
1. Seashore Measure of Musical Ability :
The primary purpose of this test was to measure simple sensory
discrimination. It gives consideration to the following musical components:
(i) Discrimination of pitch; (ii) Discrimination of intensity of loudness; (iii)
Discrimination of time interval; (iv) Discrimination of timber ; (v) Judgemen of rhythm;
and (vi) Tonal memory.
Dr. Taneja remarks that critics have objected to this sort of analysis of the
musical abilities as these do not really constitute musical ability.
2. The Wing Standardized Test of Musical Intelligence:
It was developed in England for preceiving musical relationships and aesthetic
choices. It has the following seven subjects:
Chord analysis, Pitch change, Memory, Harmony, Intensity, Rhythmic accent
and Phrasing.
B.Ed. Semester-IV 26 PAPER- XXV & XXVI (OPTION-I)
These tests, however, pertain to western music and may not apply to Indian
music.
Aptitude of Graphic Art :
Art ability cannot be predicated from the general intelligence tests. It is, therefore,
essential to have some tests to identify talents in art. Some of the art aptitude tests are
given below:
1. The Meier Art Judgement Test : It is an important test and is used in our country
also. It is meant to measure aesthetic judgement in a global manner. This is a revision
of Meier SeaShore Art Judgement Test. There are 100 pair of pictures in black and
white. Each pair of pictures consists of a picture created by a great artist and
the same picture is altered to reduce its artistic merit. The score is based on
the number of unaltered masterpieces chosen by the subjects as the better.
There is no limit.
2. Graves Design Judgement Tests :
It is meant to measure appreciation or readiness to learn.
3. Kauver ArtAbilityTest:
This is useful in evaluating student's progress in art, quality observation, etc.
4. Horn Art Aptitude Inventory :
It was devised for use with applicants for admission to Schools of Art.
5. McAdory Art Test:
It include 72 plates with 2 different versions of the same picture in each plate.
The subject has to distinguish between 4 different versions.
Tests of Scholastic and Professional Aptitude:
These test have been developed to hold in the proper selection of students for
the study of specific courses of professions like Engineering, Medicine, Law, Business
Management, Teaching etc. Some of these tests are :
1. Aptitude Test in Medical and Related Fields
(i) Medical School, Scholastic Test by Moss
(ii) Iowa Dental Qualifying Examination.
(iii) George Washington University Series of Nursing Test.
(iv) Psychiatric Screening of Medical Students by Ortons Martin.
2. Aptitude Test in Law, Engineering and Scientific Research
(i) Ferson-Stoddard Law Aptitude Examination
(ii) Law School Admission Test (LSAT)
(iii) Bannet Mechanical and Completion Test.
(iv) Pre-Engineering and Psychical Science Aptitude Test.
(v) Stanford Aptitude Test.
Teaching Aptitude Test:
Teaching aptitude includes traits like interest in people and events, love for
reading, patience, originality and creative power, sympathetic imagination, good health,
interest in co-curricular activities, etc.
B.Ed. Semester-IV 27 PAPER- XXV & XXVI (OPTION-I)
Test for Teaching Aptitude:
1. Aptitude Test for Secondary School Teachers: This test is made by M. M.
Shafi faculty of education and psychology, M. S. University, Baroda. This is a group
verbal test for secondary school teachers. There are five sub tests in it. The time limit
for this test is about 100 minutes for the whole test. This test is used to estimate
prospective teacher's aptitude for teaching.
2. Teaching for Aptitude Test: This test is constructed by Jai Parkash and
R. P. Srivastav in Hindi. This test is meant for measuring the aptitude towards
teaching profession. The scale has 10 sub-tests and a total of 150 items.
There is not time limit for the test.
3. Teaching Aptitude Test Battery: This test is made by R. P. Singh and S. N.
Sharma. This battery has been designed for use among teachers and prospective
teachers for elementary schools. It is intended to serve as a tool for selecting students
for admission in teachers training institutions and also for teachers in elementary schools.
The item cover the areas (1) Mental Ability (2) Attitude towards children (3) Adaptability
(4) Professional information (5) Interest in Profession.
Miscellaneous:
(i) Scholastic Aptitude Tests of CEE Board.
(ii) George Washington University Social Intelligence Test.
(iii) Graduate Record Examination (GRE)
A number of aptitude tests have been developed in India and been successfully
used. A few adapted versions of foreign aptitude tests are also available.
Uses of Aptitude Tests:
Aptitude tests have a wide area of application and utility. These tests have their
instructional and guidance uses and serve administrative and research purpose.
The level of aptitude test scores of students in particular class should enable a
teacher to evaluate the appropriateness of his class materials. Knowledge of general
aptitude test scores enables a teacher to make better decisions about the kind of class
material presented to each student. Scores on aptitude tests should become even
more helpful in designing instructional strategies.
Use of Aptitude Tests for Guidance Purposes:
Aptitude tests are the back bone of guidance service. These tests can be useful
in educational, vocational and personal guidance and counselling. The results of these
enable us to locate, with a reasonable degree of certainty, the fields of activity in which
an individual is most likely or least to be successful. It is due to this that some tests are
found to be very useful in helping the youngsters as well as youth in the selection of
special course of instruction, field of activities and vocations.
The correlations between general aptitude scores and success in training
programmes tend to run between 40 and 50 (Ghiselli, 1966). These correlations would
be even higher if selection into the training programmes were based on aptitude scores.
B.Ed. Semester-IV 28 PAPER- XXV & XXVI (OPTION-I)
Aptitude Tests Play a Special Role in Vocational Guidance:
In the words of N.L. Munn , "The chief value of aptitude testing is, in fact, that it
enables us to pick out from those who do not yet have the ability to perform certain skill
those who with reasonable amount of training, will be most likely to acquire the skills
into question and acquire them to a desirable level of proficiency."
In vocational guidance, a person is advised about the suitability of a particular
job for him. The counsellor takes his aptitude test. In this test, efforts are made to
examine the abilities related to his interest. The counsellor may never clearly tell a
person to enter a particular job or reject it. He only hints at the possibilities. It may be
emphasised here that a person may not achieve success in a vocation only on the basis
of results of an aptitude test. After knowing his aptitude, it is necessary for him to get
proper training.
Thus, an aptitude test plays a significant role in vocational guidance and selection.
It must be kept in mind that aptitude testing when combined with other information
received through interest inventory, personality tests, intelligence test, etc. can help to
a greater extent in avoiding the huge wastage as well as material resources.

Meaning and Definition of Interest

It is a well known fact that the intelligence and aptitude do not adequately predict
educational and vocational success. Several non-intellectual factors play significant
part in scholastic and occupational achievement. Among these, interest is perhaps the
most important one identification and measurement of interest, therefore , has become
very essential for educational and vocational guidance.
Many psychologists and thinkers have tried to explain the meaning of the term
"Interest". Let us have to look at a few of these explanations:
1 According to Bingham, "An interest is a tendency to become absorbed in
an experience and to continue it."
2. In the words of Mc Dougall, "Interest is a stable quality of an individual".
3. Super also defines interest as, StabIe quality of any individual.
4. According to K. Lovell, "In essence, interest consists of a set of objective
feelings about some rather concrete matter such as cricket, stamp
collecting or needle work and tendency to behave towards the matter in
certain ways."
5. Russel describes interest as, "organismic conditions" which lead to
continuing simulation of concern about particular objects, persons and
activities.
6. Crow and Crow say that interest may refer to the motivating force that
impels us to attend a person, a thing, or an activity, or it may be the
effective experience that has been stimulated by the activity itself. In
other words, interest can be cause of activity and the result of
participationi n the activity.
B.Ed. Semester-IV 29 PAPER- XXV & XXVI (OPTION-I)
7. According to Strong, "Interest is an interminate indicator of success."
8. Jones defines interest, "as a feeling of linking associated with a reaction,
either actual or imagined, to a specific thing or situation."
9. According to Douglas Fryer, "Interests are objects and activities. that
stimulate pleasant feeling in the individual."
10. Guilford has given a good definition of interest. According to him, "When
an organism discovers that certain objects and responses lead to the
satisfaction of motives, it show, interest in those objects or responses
interests are inclinations to attend or to seek certain stimuli or to
indulge in certain activities."
The above description of interests show that interests are not necessarily related
to ability or aptitude and that they can be hereditary as well as acquired, though mainly
acquired. They are somewhat constant and become stable with age.
Characteristics of Interest:
On the basis of the above said definitions and the studies as well as
experiments carried out by various psychologists, we can mention the following
characteristics of interests:
1. Interests are linked with our wants, motives, drives and basic needs.
2. Interests are innate as well as acquired dispositions.
3. Interest is great motivating force that persuades an individual to
engage in a cognitive and effective behaviour.
4. There is some relationship between interest and ability, between vocation
and vocational interests.
5. Interest and attention are closely related to each other-McDougall says,
"Interest is latent attention and attention is interest in action."
6. In the words of Dreyer, "Interest is a disposition in its dynamic aspect."
Interest is the personal meaning that a thing has for us.
7. Interest and attitudes are closely related to each other. Interest are nothing
else but attitudes which cause an individual to seek various activities in
a given area.
8. Interest is closely related to learning.
9. Interests are not permanent and fIxed. They get changed as a result of

maturation. Certain super-ficial interests disappear very soon.

10. Interests are not purely in born or inherited characteristics. They are
actually acquired dispositions or characteristics and are the result or
constant interaction between the instinctive behaviour of the organism
and the peculiar environmental forces.
Factors Affecting Interests :
Various factors influencing interests are :
B.Ed. Semester-IV 30 PAPER- XXV & XXVI (OPTION-I)
1. Age and Sex:
Certain tendencies hold true for a typical group. Young children between 5 and
7 are interested to play with blocks, sand-piles etc., and indulge in make believe
activities. But then interests of children markedly change and sex differences are more
apparent. Boys prefer more adventurous and science stories, whereas girls continue to
show interest in animal stories, fairy tales and become interested in domestic affairs.
By twenty, vocational interest become fairly apparent and stable.
2. Physical Development and Strength :
Physical strength also affects interests. A strong boy will like to play games,
while a physically weak child get enjoyment in tasks that are less physically demanding
in nature.
3. Intelligence:
Bright children participate in activities involving thinking and in intellectual
activity more than the dull children. Vocational interests individuals of higher intelligence
differ from those of lower intelligence.
A few more factors are :
4. Wishes and ideals
5. Economic status .
6. Culture and social set up
7. Instincts, habits, sentiments, education, learning, experiences, situations
etc.
Kinds of Interests :
Interests are of two types:
(i) Extrinsic and (ii) Intrinsic
In the words of Dr. Taneja, "Interests provide emotional pleasure. If emotional
pleasure is extended to the goal, it is intrinsic interest. If emotional pleasure is attached
to the object or activity it is extrinsic interest." Extrinsic interest is outward, somewhat
artificial and temporary. Intrinsic interest is more or less permanent. The first task of a
guidance worker is to find out whether the interest of his client are intrinsic or extrinsic.
Super classified interests as :
(i) Expressed (ii) Manifest and (iii) Measured.
Hahn and Maclan classify interest as :
(i) Expressed (ii) Observed, and (iii) Measured.
Individuals usually express their likes and dislikes in certain words such as, "I
like teaching or I dislike medicine." These are expressed interests. A manifest or observed
interest is judged from a participation in an activity or occupation. These interests are
judged through direct observation measured interests are those that are tests by objective
tests.
Measurement of Interest :
An interest is a complex thing and cannot be understood without taking into
account various factors that go into its making. In this context Greene has rightly
B.Ed. Semester-IV 31 PAPER- XXV & XXVI (OPTION-I)
remarked that "there is no measurement thing called an interest." A number of other
psychologists are also of the opinion that measurement of interests is extremely difficult.
Never the less, efforts have been made to measure interests. For this purpose a
number of interest inventories and tests have been prepared. There are various methods
of measuring interests such as interview, check lists, direct observation, questionnaries
and inventories. Questionnaires and inventories are the most important techniques
measuring interests.
Some Valuable Interest Inventories:
As far as measurement of vocational interest is concerned, the following two are
the most valuable and well known interest inventories.
1. Strong Vocation Interest Blank.
2. Kuder Preference Record.
Strong Vocational lnterest Blank:
The Strong Vocational Interest blank prepared by E. K. Strong was first published
in 1927. It was revised in 1966. It is one of the most widely used interest inventories.
The Blank is based on the assumption that successful individuals in different
occupations can be distinguished on the basis of their likes and dislikes of occupations,
school subjects, amusements, activities, kinds of people, order of preference for activities,
comparison between two items and rating of present abilities and characteristics.
It is available in separate forms for men and women, from the age seventeen
onward and contains 400 items. The purpose of this inventory is to find to what extent
an individual's interests and preferences agree with those of successful persons in
specified occupations (forty one men and twenty five for women).
Besides the occupational scores, the test also measures three other things: (i)
interest maturity, (ii) masculinity-feminity and (iii) occupational level.
Kuder Preference Record :
Another popular interest inventory is the Kuder Preference Record. It was
developed for the high school and college students and was first published in 1939. It
underwent revision and at present there are two inventories, one vocational and other
personal. G. Frederic Kuder constructed his records keeping in view the limiting factors
of Strong Vocational Blank such as its tough scoring process and so on.
The Kuder Preference Record is composed of 108 items, each of which offers
triple alternatives from which the individual taking the test is required to choose the
one he likes best and one he likes the least.
By tabulating items liked and disliked in these sets off alternatives, tendencies
in the following ten areas are measured: (i) Our door, (ii) Mechanical, (iii) Computational,
(iv) Scientific, (v) Persuasive, (vi) Artistic, (vii) Literary, (viii) Musical, (ix) Social and (x)
Clerical.
The total number of responses are scored to determine the strength of a given
interest. In making up his lists, Kuder seems to have been guided by his own judgement
of consistency between activities included in the inventory and those involved in
B.Ed. Semester-IV 32 PAPER- XXV & XXVI (OPTION-I)
occupations. The Kuder Preference Records are among the most carefully constructed
instruments meant for the appraisal of interests.
It is the most widely used for all the interest measure. A few other interest inventories
are:
1. Lee Thorpe Occupational Interest Inventories.
2. Cleeton's Vocational Interest Inventory.
3. Stewart and Brainard's specific Interest Inventories.
4. Glaser Muller Interest Values Inventories.
5. Dunlop Academic Preference Bank.
6. Oberline Vocational Interest Inquiry.
An Interest Inventory was Also prepared by Principle V.G. Jhingran of Aligarh.
Uses of Interest Inventories for Guidance Purposes:
The interest inventories are valuable in helping an individual to review and
analyes his interests. They greatly help him in understanding himself. These inventories
are being increasingly used in counselling both academic as well as vocational.
These tests and inventories can help in developing an understanding of different
types of occupational life. Several studies have proved that interest measures are useful
in educational and vocational guidance.
According to Berdie (R.P. Berdie) , evidence suggests that abilities cannot be
disregarded. Rather it emphatically delineates the need for interest measurement in
counselling.
In a study conducted by Barnette, 1890, varnette who took Kuder Preference
Record while being counselled, were followed up. It was found that successful engineers,
salesmen, clerical workers and accountants made high scores in the field of interest
appropriate to their occupation, while those who failed made low scores in the same
fields.
James Warter writes, "Interests Inventories are useful for helping a student to
make systematic approach to his problem of choice (choice of curricula, courses,
vocations, recreational activities and the like), for providing teachers and counsellors
with information regarding the student's preferences and aversions and for helping to
acquire a better understanding of the student's problems of choice and his need for
further information and exploratory experiences.
It is, however, pointed out that the interest test scores alone are good predictors
of success either in school or in occupations. Even when an individual has high interest
in a particular course of study or certain occupation, if he does not have ability to
succeed in it, he will not be able to achieve. That is educational and vocational
achievement depend a more on abilities.
Limitations:
1. The instability of pupils interests during elementary and high school year
suggests that we should use interest inventories with extreme cautions
at these levels especially for guidance purposes.
B.Ed. Semester-IV 33 PAPER- XXV & XXVI (OPTION-I)
2. We should not confuse interest scores with measures of ability. For
example a strong interest in science may or may not be accompanied by
the verbal and numerical aptitudes needed to pursue successfully a
course of study or career in science.
Mental Abiltiy: Intelligence was defined an innate ability to learn and retain information
to deal with problems or situations. Measuring it can be difficult, but Thurstone was
able to tease out primary mental abilities, which are latent core constructs that can
explain nearly all cognitive differences. Intelligence test, as they exist usually, test the
general mental ability of an individual. Therefore, where with the knowledge of intelligence
of an individual we can predict his success in a number of situations, involving mental
functions or activity.
Intelligence Testing
Test construction began with Alfred Binet's attempt to device an instrument of
measurement that could be used for identification of feeble minded children in French
schools in collaboration with Simon. Binet devised a scale in 1905, "Binet Simon Scale."
It was revised in 1908, 1911 and in 1916. This is an individual test of performance, and
its scores were interpreted in terms of mental age.
In 1937, we had Merril Terman revision of the test. It was last revised in the year
1961 when the concept of deviant IQ was introduced. The final revision has 129
questions and is suitable for age group 2-14 besides having four adult levels.
The construction of the'Binet's Scale brought a revolution in psychological testing.
His scale opened new extensive views of educational, vocational and social nature.
The Wechsler Scales (1939)
With the increasing use of intelligence tests with adults there was, a great need for
individual tests, standardized and constructed for adults. The Wechsler Believe Scale
was published in 1939 for this purpose. The scale was revised in 1955. Wechsler
constructed two tests each of which comprised of 10 or inter related sub tests classified
into verbal and performance tests. The Wechsler Intelligence Scale for Children (WISC)
in intended for ages five to fifteen. The Wechsler Intelligence Scale (WAIS) measures
intelligence of adolescents and adults.
Intelligence testing in India is of recent origin. The first mental test standardized
in India was an adaptation of the Binet Scale 1992. A large number of tests have
appeared since then. Some of the notable ones include Group test of General Mental
Ability by Jalota, Group Test of negligence by Paryag Mehta, Group Test of General
Mental Ability by Hundal and Verbal Test of Mental Ability by Philip. Several individual
and performance tests are also available.
Use of Intelligence Tests in Studying the Individual for Guidance Purpose :
There is basic data about students that are needed if we are to understand and
be able to assist them. Undoubtedly, the most important data are about the abilities of
aptitudes of these students. Without knowing something about their potential, we cannot
determine what to expect from them.
The original purpose for which intelligence tests were devised was to discover
B.Ed. Semester-IV 34 PAPER- XXV & XXVI (OPTION-I)
and identify the lower grades of intelligence, to separate retarded and backward children,
so that the children could be given suitable educational guidance.
In the words of Taneja, "Measures of intelligence tell us deferences among
individuals and those differences have practical importance of life, as predictors of
success in school and college and occupation."
Predictive or Prognostic Value of Intelligence Tests :
The predictive of prognostic value of intelligence tests is now widely accepted.
Many progressive schools now use them to discover if the new pupils seeking admission
are sufficiently equipped intellectually to profit from the school course.
Diagnostic Value of Intelligence Tests: -
Intelligence tests have a diagnostic value. They not only guide educational
authorities but also help in guidance programme by finding out the causes of children's
difficulties and maladjustments. Delinquents, children with temper tantrums or
negativism, children who have difficulties with arithmetic or reading and the like have
been helped on the basis of the data obtained from intelligence testing.
Intelligence and School Success :
A number of studies have been conducted in the United States to see the
relationship between intelligence and success in school and colleges. In all these studies,
coefficients of correlation have been computed between intelligence tests scores and
school marks. All these co efficients in correlation have been found to range between
50 or 60. It was concluded that students with superior intelligences have greater chances
of success in academic subjects than those with average or inferior intelligence.

Intelligence Score and Occupational Level:

On the basis of the results of Army Alpha and Army Beta tests given to
thousands of soldiers during World War I in the U. S. A. it was found that the medium
scores of people in different occupations were different. Arranged in the ascending
order in intellectual ability, labourers came at the bottom, and engineers at the top with
people in other occupations in between. Professional group score high, unskilled traders
and labourers score low and skilled traders score in between intelligence tests.
Similarly, it was found that the correlations of intelligence test scores and
measures of job success are positive, though quite low.

Educational Guidance and Intelligence Tests :

Intelligence tests are very useful in Educational Guidance. The child can select
the subject, in the light of his I.Q. Intelligence tests results provide useful information
to the person responsible counselling and for helping children with adjustment problems.
The essence of educational guidance is in providing for the children material for
instrumation which is suitable in content and to their level intellectual development.
"Information about scholastic aptitude of pupils helps a great deal in deciding what
courses of studies to take like wise, how courses can be better adapted to their
intellectually level. Viewed in terms of intelligence, some pupils may be better qualified
B.Ed. Semester-IV 35 PAPER- XXV & XXVI (OPTION-I)
for certain than for others.
" The intelligence tests are of great use in the schools. They help to discover
whether a child is backward or dull or intelligent. It is to judge the intelligence of children
without the use of mental tests. In the sphere of educational guidance, Intelligence
tests can be employed or the purpose of : -
(a) Selection of pupils for admission to various courses of study.
(b) Prediction of scholastic success.
(c) Detection of superior and inferior intelligence among pupils.
In the words of Dr. Taneja, intelligence test results can help the guidance worker
in making the individual see the appropriate educational objective for himself. It can be
decided whether he would plan for college and if so, what kind of college and courses to
take.

Individual v /s Group Tests

Individual Tests Group Tests
1. Only one individual can be tested. 1. More than one individual can be
tested.
2. Costly in terms of time, labour and 2. Economical in terms of time, labour
money. and money.
3. Can be used for children as well as 3. Cannot be used for children below
adults. the age of 9 or 10 years.
4. All personal and emotional factors 4. Examiner cannot take into consi-
can be taken into consideration derationthepersonalandemotional
because one individual is involved. factors because of bigger group.
5. Not objective and standardized as 5. These are more objective and stand
group tests. ardized.
e.g. Koh's Block design test, Pass along e.g. Group test of General Mental
test, Tracing a Mace, Picture comp- Ability by Jalota.
letion test, Bhatia's Battery.
Role of Intelligence Tests in Vocational Guidance :
Intelligence tests can be used to provide vocational guidance at different age
levels in various vocations.
In fact, educational guidance prepares the way for vocational guidance. Dr. Taneja
rightly observes, "In vocational counselling, specialized ability measures play a greater
role than intelligence tests. However, the information that intelligence tests furnish
about the general intellectual ability of students is also of great value in counselling".
There was a time when vocational guidance was considereed as primarily
concened with the choice of a vocation and the interest of guidance personnel was
confined to understanding the use of intelligence in making appropriate choices and
adjustments. But when guidance became a development process, educational guidance
B.Ed. Semester-IV 36 PAPER- XXV & XXVI (OPTION-I)
became equally important. Since job abilities parallel closely to educational abilities, it
is only natural that a general intelligence measures holds valid for determining
occupational level.

SUGGESTED READINGS
1. Aggarwal, J. C., 1982, Educational and Vocational Guidance, Doaba
House, New Delhi.
2. Bhatia, H. R. 1977, A Test Book of Education Psychology, The. Macmillian
Company of India, Chapter 17-24.
3. Cronback, L. J., Essentials of Psychological Testing, Harper New York.
4. Chauhan, S. S., 1983, Advanced Educational Psychology, Vikas Publishing
House, New Delhi, Chapter 15-16, pp. 255-287.
5. Crow & Crow, 1962, An introduction to Guidance, Euresia Publishing
House, New Delhi.
6. Jayaswal, S. R. 1974, Foundations of Educational Psychology, Arnold
Henemann Publishers (Indian), New Delhi, Chapters 23-24,pp.304-322.
7. Mangal, S. K. 1997, Advanced Educational Psychology Prentice-Hall of
India Pvt. Ltd. New Delhi.
8 Miller Carrol H., 1971, Foundations of Guidance, Harper & Row Publisher,
U.S.A.
9. Nair, Vellayudban, K. J. 1972, Psychological Bases of Vocational Guidance
Meenakshi Prakashan, Meerut.
10. Stoops Emery & Wahlquist Gunner, L. 1958, Principles and Practices in
Guidance, Mc Graw Hill Book Company.
11. Taneja, V. B., First Course in Guidance and Counselling, Mohindra
Capital Publishers, Chandigarh.
12. Traxler; Arthur, E., 19,57, Techniques of Guidance, Harper & Brothers
Publishers, New York.
13. Suri, S.P. and T.S. Sodhi, 2014 Guidance and Counselling ,Bawa
Publications, Patiala.