DIFFERENT TYPE OF TEST FOR THE PURPOSE OF

COUNSELLING

Submitted By: Tasneem Ahmed

Submitted To: Ma’am Asia
Roll Number: 44881

Department of Education
Hazara University Mansehra, Pakistan
June 2019
 Contents
DIFFERENT TYPE OF TEST FOR THE PURPOSE OF COUNSELLING......................... 361
Different type of test for the purpose of counselling .................................................................. 363
Test ............................................................................................................................................. 363
USE OF PSYCHOLOGICAL TESTS ........................................................................................ 363
Counsellor’s Use of Psychological Tests ..................................................................................... 364
Test Techniques .......................................................................................................................... 364
Types of Tests used in Guidance and Counseling ...................................................................... 365
Role of Testing Techniques in Guidance and Counselling ......................................................... 365
Limitations of Testing ................................................................................................................. 365
Intelligence Test ............................................................................................................................ 366
Uses of Intelligence Tests for Guidance and Counselling .......................................................... 367
Personality Tests ........................................................................................................................... 368
Used of Personality Testing ............................................................................................................ 368
Techniques of Testing personality ............................................................................................... 368
Difficulties in Personality Testing................................................................................................ 371
Aptitude Tests ............................................................................................................................... 372
Defining Aptitude ........................................................................................................................... 372
Assumptions regarding Concept of Aptitude ............................................................................. 372
Nature of Aptitudes ...................................................................................................................... 372
Specific Areas of Aptitude Tests .................................................................................................. 373
Use of Aptitude Tests in Guidance .............................................................................................. 373
Types of aptitude test ...................................................................................................................... 373
Single Aptitude Tests .................................................................................................................. 373
Sample Aptitude Test.................................................................................................................. 374
Caution in the use of Aptitude Test Data: .................................................................................. 374
Achievement Tests: ....................................................................................................................... 375
INTEREST TEST ......................................................................................................................... 378
Purpose of Interest Test .............................................................................................................. 378
Cautions on the use of Interest inventories ................................................................................. 378
Conclusion ...................................................................................................................................... 379
 Different type of test for the purpose of counselling
The aim of guidance and counseling is to help the individual. It can be done by understanding him.
We cannot understand a person unless, we know him. Therefore, the first thing guidance workers
must do is to get to know the individual. If he has reliable, accurate, significant, and comprehensive
information regarding the individual, he can understand him better and guide him effectively. The
better the exploration of the individual, the more effective the guidance, and complete exploration
of the individual may be achieved by various testing and non-testing devices.

Test
the main function of tests is to collect reliable data about the individual for making decisions about
his educational, vocational or personal plan in his life.
It is a set of tasks or questions intended to elicit types of behavior when presented under
standardized conditions. This means that testing is the act of asking an individual a set of questions
to obtain a score. The score thus obtained is the end-product of testing, and yields information
needed when deciding.
using scores from a test, a counsellor can form an image or model of the client with whom he/she
deals. The image thus formed is a set of hypotheses about a person, and his/her potential.

USE OF PSYCHOLOGICAL TESTS

Psychological tests are designed to assess the characteristics of people such as their
abilities, attitudes, motivations, interests, needs and values and so on. Psychological test
can be defined as a sample of an individual, behavior, obtaining under standard conditions
and scored according to a fixed set of rules that provide a numeric score (Anastasi, 2003).

Freeman writes, “A psychological test is a standardized instrument designed to measure

objectively one or more aspects of a total personality by means of samples of verbal or non-verbal
response, or by means of other behavior.”

It is obvious that a psychological test is the quantitative measurement of the various aspects of
behavior of the individual for making generalized statements about the total performance and
behavior.
A good psychological test must possess the following essential characteristics: –
 Validity
 Reliability
 Objectivity
 Standardization
 Norms
 Simplicity
 Economy
 Interesting

Counsellor’s Use of Psychological Tests

The counsellor may use the tests to:
1. Secure accurate and reliable information about each student’s abilities, interests and
adjustment problems in order to give him guidance and counselling
2. Make use of test results for further performance through improved basis for prediction
regarding the likelihood of success in activities for which prospective performance can be
measured
3. Help students arrive at decisions basic to plan their educational and vocational future
4. Diagnose student’s problems like social adjustment, growth and development or academic
deficiencies and determining plans for their amelioration; and
5. Help them evaluate the outcome of guidance and counselling and plan further remedial
programme.

Test Techniques
The testing service has specific purposes and aims which it wants to achieve by using standardized
tests. A few of the main purposes are enumerated below: -
1. To determine the individual pupil’s achievement level and progress
2. To obtain data for diagnostic purposes
3. To know his aptitudes
4. To provide for the identification
5. To improve instruction
6. To determine his existing self-concept, attitudes, and personality pattern
7. To ascertain social adjustment
8. To identify under-achievers and over-achievers
Types of Tests used in Guidance and Counseling
The psychological characteristics that an individual possesses may be divided into five broad
categories, each one of which is measurable by a test or a set of tests. We have thus to use these
five types of test.
(1) Tests of Intelligence
(2) Test of abilities
(3) Tests of interests
(4) Tests of personality, and
(5) Tests of achievement

Role of Testing Techniques in Guidance and Counselling

Counselling and Guidance
Tests are frequently used to assist students in exploring and choosing careers and directing them to
prepare for the careers they select. A single test is not used for making guidance and counselling
decisions. Frequently, a series of tests is administered, including an interest inventory, various
aptitude tests, personality questionnaire, and achievement tests. This information, along with
additional background information, is discussed with the student during a series of counselling
sessions
1. Prediction: Various types of tests are given to individuals to obtain solid basis upon which
decisions can be made. Decisions involve predictions of how well individuals will do later. It is
assumed that predictions based on quantitative data are more accurate and reliable and provide a
balance against wishful thinking.
2. Selection: Tests are also used in selection of candidates for admission, jobs, or some
training.
3. Classification: Tests are also used for the purpose of classification of students.
Classification means to divide students into classes or groups based on some criteria. For example,
classifying students based on aptitude, interest, and mental abilities.
4. Evaluation: Tests are used to assess and evaluate programme’s, methods, treatment and the
like.

Limitations of Testing
(i) Indifference, in attention, low commitment and generally low motivation of the individuals
tend to invalidate the test results
(ii) Relative narrowness of the traits measured by the tests
(iii) Low validity and reliability for some pupils.
(iv) The unavailability of local norms
(v) Heavy weighting of vertical ability in many tests
(vi) Undue influence of socio-cultural conditions or environment conditions upon test results
(vii) Failure to follow the directions of the tester

Intelligence Test

Intelligence, the dictionary says, is: “the capacity to acquire and apply knowledge.”
D.WeschIer has given comprehensive definition. According to him “Intelligence is the aggregate
or global capacity of the individual to act purposefully, to think rationally and to deal with his
environment effectively.”
Intelligence has been one of the most popular psychological terms used in identifying individual
differences. It has helped to explain that people differ from each other in their ability to understand
complex ideas or to learn from experience. Howard Gardener ‘s theory of multiple intelligences
puts forth that intelligence is not a single entity and there exists multiple intelligences, each
distinct from others. According to him, there are nine distinct intelligences that are independent of
each other. These several types of intelligences interact and work together to provide a solution of a
problem. The nine types of intelligences proposed by Gardener are briefly discussed below.

1. Linguistic Intelligence: The capacity to use language fluently and flexibly, to express one
‘s thinking and understanding others. Used in reading a book, writing a paper, a novel, or a poem;
and understanding spoken words. Poets and writers exhibit this ability.
2. Logical Mathematical Intelligence: Thinking logically, critically, using abstract reasoning
to manipulate symbols and solve mathematical problems.
3. Spatial Intelligence: Abilities involved in forming, using, and transforming mental images.
Used in getting from one place to another, in reading a map, and is packing suitcase in the trunk of
a car so that they all fit into a compact space. Pilots, sailors, interior decorators, surgeons, fashion
designers generally exhibit this ability.
4. Musical Intelligence: Capacity to produce, create and manipulate musical patterns. Used in
singing a song, composing a sonata, playing a trumpet, or even appreciating the structure of a piece
of music.
5. Bodily-Kinesthetic Intelligence: Ability to use one ‘s body and muscle structure in a
coordinated planned way. Used in dancing, playing basketball, running a mile, or throwing a
javeline. Athletes, dancers, actors, gymnasts, sports person, surgeon exhibit this more than others.
6. Interpersonal Intelligence: Used in relating to other people, such as when we try to
understand another person ‘s behavior, motives or emotions, counselors, psychologists, politicians,
social workers, religious leaders are shown to be high on this ability.
7. Intrapersonal Intelligence: Knowledge of one ‘s internal strengths and limitations and using
that knowledge to relate to others.
8. Naturalistic Intelligence: Complete awareness to our relationship with the natural world,
useful in recognizing the beauty of distinct species of flora and fauna and making a distinction in
the natural world.
9. Existential Intelligence : Can be defined as the ability to be sensitive to, or have the
capacity for, conceptualizing or tackling deeper or larger questions about human existence, such as
the meaning of life, why are we born, why do you die, what is consciousness or how did we get
here.
The multiple intelligences approach focuses on ways in which people can be intelligent.
As the meaning of intelligence differs from one culture to another there is a need to understand the
cultural context for measuring intelligence. Even though tests of intelligence assist counselors and
other personnel in providing a view of the client’s abilities, the scores of these tests need to be used
with caution.

Uses of Intelligence Tests for Guidance and Counselling

In the words of Prof. V.R Taneja “Measurement of Intelligence tells us differences among-
individuals and those differences have practical importance in life, as they are predictors of success
in school, college and occupation. Test results are used for educational and vocational guidance.
Student can choose the different stream of education like medicine. engineering, law, teaching etc.
depending upon their I.Q likewise vocational choices can also be done based on test results.”
To be specific following are the uses of Intelligence tests:
i. Allocation of students for different courses can be done based on I.Q of students
ii. Selection of students for admission to schools in different classes
iii. Classification of students as bright, superior, average, dull etc. can be done based on
intelligence tests
iv. Award of scholarships, honors. medals etc.
v. Promotion of students to higher classes
vi. Prediction of academic success
vii. Understanding the causes of backwardness, delinquency, and problematic behavior
viii. For selection in Army, Police, Civil Services etc.
ix. For purpose of educational and vocational guidance
x. Used in Research
xi. For finding underachievers, slow learners etc.
 Personality Tests
Personality is the sum of biological innate and acquired dispositions.
Personality‖ includes the emotional, motivational, inter-personal, attitudinal, and even
moral aspects of a person. some researchers have included intelligence also as part of
personality. Personality refers to a unique combination of characteristics of an
individual, which pre-disposes the person to behave in a particular and consistent
way
Allport writes, “Personality is a dynamic organization within the individual of those psycho-
physical systems that determine the unique adjustment to his environment.”

Used of Personality Testing

In our daily lives, we are constantly assessing people’s personalities in an informal way.
Personality testing are used to;
1) helps the students in proper educational and vocational choice
2) helps the individuals in resolving emotional conflicts
3) helps the teacher and the counsellor
4) helps the employer in proper selection of the personnel
5) helps the clinical psychologist to choose best therapy for his patients.

Purposes of Personality Test

. Personality testing is necessary to achieve the following purposes.
It helps the students in proper educational and vocational choice. It is, therefore,
important to diagnose the individual ‘s personality pattern to see whether he possess the
traits which are likely to contribute significantly to his adjustment to the course or career
he is choosing.
It helps the individual in resolving emotional conflicts. Personality diagnosis
becomes essential when the difficulty the individual encounters in making proper
adjustment with the educational and occupational choices, lies in emotional conflict about
which the client has no knowledge
A clinical psychologist can use personality assessments to help choose the best therapy for his
clients.
Thus, personality assessment is important for educational, career, personal and social counseling

Techniques of Testing personality

A number of techniques are used for testing personality. The techniques are:
Interview
Observation
Self-report Measures
 Checklists
Rating Scales
Situational Tests or Behavioral Tests
Projective Techniques
Anecdotal Records
Autobiography
The Daily Diary
:
1. The Interview: An interview is a conversation during which an interviewer seeks to elicit
information about another person and to evaluate him in general terms. The interview has certain
advantages:
(a) it ensures that essential topics will be covered
(b) It is easier to compare interviews when all interviewers have covered the same topics.

2. Observation: observation is one of the finest and easiest techniques of testing

personality. Direct observation as a technique of personality testing is useful in many ways:
(i) The observer sees the person’s behavior at first hand and does not have to rely on the
person’s own description.
(ii) If several careful observers provide unbiased, factual accounts of a person’s behavior over
a period, the composite picture of the individual’s personality can be quite accurate.

3. Self-ratings and Personality Inventories

An individual has written account of the past behavior, feelings and wishes can be a reliable source
of information about his personality. Self-ratings can be done through personality inventories and
paper & pencil tests both of which serve as excellent basis for later interviews.

4. Checklists
In a checklist the subject must check items which are applicable to him Given below are some
Checklists:
(i) Student’s Problem Checklist
(ii) Money Problem Checklist

5. Rating Scales
Rating is a sample of the ‘reputation’ of the subject in the eyes of the raters - counsellors, teachers,
parents, or others. A rater can record judgements of another person or of himself upon the traits
defined by the scale by a device. It is usually being based on a scale of 0-5 or extremely poor to
excellent. It covers a much wider range of more natural behavior than any practicable battery of
personality tests. It has a great advantage of being applicable without taking up the time of the
subjects, even without their knowing anything about it. A number of rating techniques are available
Projective Techniques
Projective techniques enable a subject to project his internal feelings- attitudes, needs, values, or
wishes to an external object. They aim at getting at the core rather than the circumference of the
personality structure, are concerned with complex mental processes, and portray the complete
personality.
The following are some of the major projective techniques:
1. Free word association
2. Word Connection
3. Completion Test
4. Rozenweig picture-frustration study
5. Drawing Painting and Sculpture
6. Play
7. Rorschach Ink-blot test
8. Thematic Apperception Test (TAT)
9. The Children Apperception Test (CAT)

7. Situational or Behavioral Tests

This is a test in which the behavior of the individual is evaluated in action by judges or by his peers
or he is confronted with the situations related to his own life, in response to which he gives
expression to his feelings for other persons. The subject reveals some of his personality traits
through his preference for or against certain contacts with others and through his spontaneous
methods of dealing with life-situations that confront him.

8. Anecdotal Records
This is also a promising approach to the investigation of pupil personality. Anecdotal record is a
description of the student’s conduct and personality in terms of frequent, brief, concrete
observations of the student made and recorded by the teacher, counsellor, or administrator. If these
observations are summarized chronologically, a fair account of the personality of the student can be
built up. It gives a dynamic picture of the student in diverse situations and thus is a good device for
the assessment of personality.

9. Autobiography
It is a personal and comprehensive document of an individual, which can prove useful in obtaining
information about his personality dynamics. This device can be used more for gaining
understanding of a student’s ‘inner world ‘than for ascertaining the facts regarding the ‘outer world.
A proper interpretation of autobiography, thus, will give an insight into the personality of the
individual.

10. The Daily Diary

The daily diary kept by students can also serve as a good device for a measure of personality. The
diary being very personal can contain the record of such events, thoughts, and feelings as are of
great importance to the student. If kept and made available
to the counsellor and used by him in confidence, the diary can serve as a useful medium of
throwing light upon many aspects of the personality of the individual

Difficulties in Personality Testing

The difficulties encountered in personality testing are the subject’s reluctance to disclose sensitive
information. An individual’s personality reflects his characteristic behavior traits and the way he
consistently reacts to his environment. In assessing personality, we are not interested in a person’s
best behavior but want to find out his typical behavior in ordinary situations. We occasionally alter
our behavior patterns in times of illness, personal misfortune, or family troubles. But most of us
also want to appear at our best before others. A person who is being questioned about his
personality may be reluctant to disclose information that will show in an unfavorable light. Any
measurement of personality, therefore, must consider the possibility that the person being assessed
may not be displaying his characteristic way of behaving.
 Aptitude Tests

Aptitude is thought of as a natural tendency, special ability, or capacity or cluster of abilities. Often
these natural abilities are looked at in relationship to a person’s readiness to learn or their suitability
for a career. For example, to be successful architect, one most possess the cluster of abilities such
as a keen sense of observation, a sense of aesthetic visual memory, abstract reasoning, and an
ability to sketch free hand. So, aptitude may be defined as a trait that characterizes an
individual’s ability to perform in an area or to acquire the learning necessary for
performance in each area. It presumes an inherent or native ability that can be developed to
its maximum through learning or other experiences. However, it cannot be expanded beyond a
certain point, even by learning. an aptitude test measures the potential of one to achieve in a given
activity or to learn to achieve in that activity.

Defining Aptitude

According to Traxler “Aptitude is a present condition which is indicative of an individual’s

potentialities for the future.”
In the words of Bingham “Aptitude is a condition or set of characteristics regarded as symptomatic
of an individual’s ability to acquire with training some usually specified knowledge, skill or set of
responses, such as the ability to speak language, to produce music.”

Assumptions regarding Concept of Aptitude

Bingham states that the concept of aptitude rests upon three assumptions:
1) An individual’s potentialities are not equally strong
2) Individuals differ from one another in their potentialities
3) Many of these differences are stable

Nature of Aptitudes

1. An aptitude is a unique combination of abilities and personality characteristics, which

predisposes a person to do one kind of work better than another and increases his chances
of success at it.
2. An aptitude, therefore, is not a unitary trait of human personality. For example, aptitude for
science involves basic intellectual qualities like logical reasoning, abstract reasoning,
arithmetical reasoning, certain temperamental qualities like interest in experimentation and
initiative for invention, personality characteristics like persistence and hard work.
3. An aptitude is acquired, though in many cases it has an innate basis.
The measurement of aptitudes for specific vocational pursuits becomes a complicated
 process, as there are thousands of occupations.
Specific Areas of Aptitude Tests

Among the tests available, the following category of tests is often used:
1. Art Aptitude Test
2. Clerical Aptitude Test
3. Manual Aptitude Test
4. Mechanical Aptitude Test
5. Medical Aptitude Test
6. Musical Aptitude Test
7. Scholarly Aptitude Test
8. Scientific Aptitude Test
9. Teachers Aptitude Test

Use of Aptitude Tests in Guidance

Aptitude tests may potentially be used by counselors and others because.
i. These are used for purpose of guidance in selecting subjects for studying, for use to help the
students to select the profession or occupation of his choice.
ii. Employers can use it for making selection of his employees.
iii. Different aptitude tests can be used in admitting candidates for different professional trainings
such as Law, Medicine, Engineering etc.
iv. They may identify potential abilities of which the individual is not aware; \
v. They may encourage the development of special or potential abilities of a given individual.
vi. They may provide information to assist on individual in making educational and career
decisions or other choices between competing alternatives;
vii. They may serve as an aid in predicting the level of academic or vocational success on
individual might anticipate; and
viii. They may be useful in grouping individuals with similar aptitudes for development and other
educational purposes.

Types of aptitude test

There are distinct types of aptitude tests.

Single Aptitude Tests

Some of them are single aptitude tests like tests of mechanical aptitude, clerical aptitude, teaching
aptitude, musical aptitude and so on. Such tests covering a group of related abilities are necessary
for performing in an occupation like becoming a mechanic, clerk, teacher, musician etc.
Sample Aptitude Test
Another type of aptitude test is work sample aptitude test. It requires the individual to perform all
or part of a given job under the conditions that exist on the job.
An example of a work sample test for the job of automobile mechanic is to repair a faulty
carburetor. Besides this, there are differential tests Batteries as well.

Differential Aptitude Tests (DAT)

A commonly known Differential Aptitude Tests (DAT). Bennett, Seashore and Wesman (1984)
battery consists of eight subtests of verbal reasoning, numerical reasoning abstract reasoning,
spatial reasoning, clerical speed and accuracy, mechanical reasoning, language usage, spelling,
grammar, combination of such abilities is required for success in different occupations. Such test
batteries can give comprehensive information about the relative picture of the student’s specific
abilities. Administration of total battery can prove to be costly in terms of time, but one can make
selective use of certain sub tests.
For example, a student trying to explore whether s/he will have the required aptitude to go to
engineering, may not be required to take tests like clerical speed, language usage, grammatical or
verbal reasoning tests but may be required to take numerical abstract and spatial reasoning tests.
Most of the batteries of tests available for assessment of aptitude at school stage are in the form of
test batteries consisting of the underlying abilities required for success in different occupations
rather than direct assessment of job aptitudes.

Caution in the use of Aptitude Test Data:

It is important that counselors select and use aptitude tests carefully, keeping in
view the student’s/client’s needs. If aptitude test data must be used, it should be used along
with previous achievement data, present interests, leisure time activities and work habits
etc. to guide the students into various occupational possibilities.
The aptitude test samples certain abilities of the individual and helps to find what
he/she can do now and how well it can be done further. Based on present performance,
estimate of his/her future achievement is inferred which is in terms of probability only.
It may also be kept in mind that aptitude tests score only provide leads or
suggestions or to help in career planning and do not automatically match individuals to
suitable courses or studies, and occupations. These are factors like willingness, hard work,
that contribute to or one has success in a career which are not measured by aptitude tests.
 Achievement Tests:

Achievement is what one successfully accomplishes in an area of

study / activity / domain. In the case of students, it may be conceptualized
as successful learning of the assigned educational material. Such learning
is usually demonstrated to teachers and others either through a verbal
presentation or a written examination.
An achievement test measures knowledge and skills attained by the
student in a particular area, usually acquired after classroom teaching or
training. In an educational system, achievement test scores are often used to
determine the level of instruction for which a student is prepared, to indicate
academic strengths and weakness, and to indicate the relative standing of
the student in a group/class. Achievement test data, in combination with
other data, is used to help guidance counselors plan students future
educational programme’s.

Types of Achievement Test:

Achievement tests are of various kinds, each scoring a different
purpose and providing different information on students ‘academic
proficiency. These have been classified in many ways and understanding of
which helps the counselor to understand their functions.
Formative and Summative Tests: Formative tests are used to measure
progress made in knowledge and skills before and during instruction.
Summative achievement tests are given at the end of course instruction, to
assess the outcome of the instruction.
Prognostic tests: Readiness or prognostic tests are used to predict how well
an individual is expected to profit from training.

Diagnostic Test: Diagnostic achievement tests provide information on

performance of the students in different subjects and
 indicate their strengths and weakness in reading, arithmetic, and language
usage.
Achievement test can be either criterion referenced (CRT) or norm
referenced (NRT). The two tests differ in their intended purposes, the way
in which content is selected, and the scoring process which defines how the
test results must be interpreted.
Norm Referenced Tests (NRTs) are designed to highlight
achievement differences between and among students and provide a rank
order of students across a continuum of achievement from high achievers to
low achievers. These types of tests are used to help counselors/ teachers to
clarify students for remedial or gifted programme’s.
Criterion-reference tests (CRTs) determine the strengths of the
test taker i.e. what they can do and what they know, not how they compare
to others. They report how well students are doing relative to a
predetermined performance level on a specified set of educational goals or
outcomes included in the school curriculum.
An achievement test is designed to measure how much a person
knows about a specific topic or area such as math, geography, or science.
Achievement tests can be standardized test or teacher-made tests.
Uses of Achievement Test Data
Data from standard achievement tests can be used for promoting,
classifying, diagnosing, or evaluating students. Counselors can also use the
achievement tests for:
 Helping clients in decision making. A counselor can use the achievement test
scores to initiate decision on taking appropriate choices for a career.
 Assisting in diagnosis counselors can make use of achievement test data to
diagnose problems faced by the students in different subject areas.
Accordingly, corrective remediation can be planned and carried out.
  Encouraging self-study. The student through achievement data, is able to gain
insight into his/her strengths and weakness in different subjects which can
motivate him/her to put in the desire effort.
 Achievement test are used as learning measures of
(1) the amount of learning,
(2) the rate of learning
(3) comparisons with others or with achievement of self in other areas, (4) level of
learning in sub-areas, and
(5) strengths and workers in a subject matter area because of their extensive use and
easy task of identifying appropriate context measures.

Achievement tests of both kinds i.e. standardized and teacher –made tests are based on the content
taught and are considered valid. These are used to assess the level of overall proficiency to meet the
entry requirements to certain/ programme’s or the proficiency in a particular subject. The informal
classroom achievement test is suited to a select performance of a group of students. It is flexible and
accommodates testing students on a local curriculum. The two types of tests can be used in a
complementary manner
 INTEREST TEST
Your interests can tell you more on who you are and what suits you. They provide
information necessary for making the right career choice. Obviously, your interests indicate
what you like and what occupations interest you. If the profession you choose connects with
these interests, you will find a lot more pleasure in your work.
Interests tests help you define your interests and determine what you like most. This could help you
when making a career choice.
In order to help students, make vocational and & educational choices, the counselor
needs to know his/her interest in activities. The study of interest would help you as counselor
to better understand the students in terms of his/her likes and dislikes. In this
section, you will learn about the concept of interest and its assessment.

You might have observed in your class that some students show more inclination to mathematics,
while others in computers, some in literary activities, in paining etc. Interest is an expression of our
likes and dislikes or our attractions or aversions. An individual chooses the most acceptable, suitable
alternative out of many, go after preferred objectives, activities etc. and consequently desires
satisfaction, success, and happiness out of the activities selected. It is because of his or her natural
liking for these activities over others. Interest refers to activities that on individual likes to engage in
enjoys.

Purpose of Interest Test

Interest testing is done to achieve some purpose such as:
To provide teachers and counselors with information regarding the student’s preference and
aversions which will help then acquire better understanding of students and their problems.
To enable teachers, counselors, and parents to assist the testes to prepare his educational and
vocational terms consistent with his interest.
To help in the selection of the right person for the right work, and thus same frustration,
unhappiness, and disappointment in the life of the individuals and increase productive capacity of
individual.

Cautions on the use of Interest inventories

As counselor, you should keep in the following cautions in mind while using the results of interest
inventories.
Interest data of an individual provides a profile of the pattern of their interests (what they like
doing) and should not be taken as the strength of the individual).
Interest results tell us only about the likelihood of an individual finding enjoyment in a
particular type of activity or occupation and not s/he is capable of.
A high score on an interest inventory so should not be considered analogues to success in a
career. It is important to remember interests indicate the clients and not his or her strength. The
emphasis of interest inventories is on self-exploration. One should know about one self and be able to
relate this information to what one is doing. Thus, the results of interest inventories should not be seen
in an isolate manner but should be supplemented with information from other techniques such as
observation, interview, informal talk etc. interest results are of little value themselves. They should be
considered with achievement and aptitude scores to help individuals make educational and career
choices.

Conclusion
There are two types of techniques for collecting information about the individual. These are testing
and non-testing devices or we may call them as standardized and non-standardized tests. It should be
kept in view that the techniques and tests are merely means of collecting information and no guidance
worker should neglect the human factor that is the individual under study. Techniques and tests
merely provide the data and information. Interpretation of the data and information needs insight, in
this lesson we have discussed that the job of counsellor is to use the various types of psychological
tests to secure accurate and reliable information about students. These tests are intelligence,
achievement, personality, aptitude, attitude, and interest etc. The usefulness of psychological tests
depends upon their proper use. Only those tests should be selected for use, which are valid, reliable,
accurate, practical, and standardized. They should be not very lengthy, time consuming and costly.
The administration of psychological tests requires careful planning and preparation. Instructions
should be thoroughly studied. Test material should be adequate and in fit condition. Procedure should
be rehearsed. For Scoring, the manual of the test should be followed and interpreted accordingly
Psychological test is an objective and standardized measure of a sample of behavior. Tests are used
for selection, classification, diagnosis, and prediction.
School counselors, teachers and administrators use test data for different purposes.
Counselors need to develop skills in test administration, scoring, interpretation of test results, and
communicating results to their clients. General considerations for counselors in the appraisal process
relate to being in good psychological health, developing sensitivity for the client, showing open
mindedness, respecting the client, having attentiveness, and showing empathy towards the client.
Tests and testing have been criticized because of their misuse and issues like labeling, inaccuracy,
culture bias, invading privacy, encouraging competition. There is a need for standardization of all
procedures and scoring of psychological tests for accuracy in results. Counselors need to take cautions
in using psychological tests like interest inventories, aptitude tests, achievement tests, intelligence
tests, attitude scale, personality tests.