Otis mental ability test

test

1. Otis self administer test By Zunaira Tahir

2. Otis self administer mental ability test The Otis Self Administering Tests of Mental Ability were designed to measure students' general school ability. The results of this assessment could have been used to divide students in work groups more effectively, create class structure, and create or modify class goals. These applications speak to the influence of the "multiple-track" plan popular at the time.

3. Title Otis Self-Administering Tests of  Mental Ability Creator Otis ,  Arthur   S . Date 1922 Date Notes 1922 ,  1928 ,  1950 ,  1956 Content Manual  of  directions  and  key ,  test   booklets ,  interpretation   charts ,  class   record ,  IQ   scales ,  handwritten   note  on  scoring   formula ,  percentile   graph Publisher World   Book   Company ;  Harcourt ,  Brace   &   World ,  Inc . Edition Revised ;  Intermediate   (For   Grades   4-9)  and  Higher   (For   High   Schools  and  Colleges)   Examinations Forms Forms A, B and D, C Type paper  and  pencil   test Subject Achievement

4. History Otis (28 July 1886 – 1 January 1964) is best known for the multiple choice  intelligence tests  he developed for the  U.S. Army . As a doctoral student under  Lewis Terman  in 1917 he developed the group-administered tests titled the  Army Alpha  (for literates) and the  Army Beta  (for illiterates)..

5. Otis developed it to improve cost and time efficiency as compared to one developed by  Alfred Binet  (1857–1911), which was individually administered. Given in  multiple-choice  format and administered in groups, 1.7 million  World War I   recruits  took the Army Alpha test.

6. These examination are modeled after a group of test of mental ability designed by the AUTHOR in January 1918, for use in a large commercial establishment in Connecticut. In that test the principal of self-administration was embodied, involving the single list of questions, the provision for answers in single columns.

7. Test introduction It consisted of 75 items including ones measuring mathematic ability, language competency, vocabulary, and basic science skills. The scales came in two forms: The intermediate examination (grades 4-9) and the higher examination (grades 7 - 12). Parallel forms reliability was determined by comparing form A and form B in the higher examination (grades 7 to 12) to one another, yielding a score of .921. The Intermediate forms A and B (grades 4 to 9) were also compared, producing a score of .948. Validity was determined by comparing scores on the test with educational scholarships received by the students, yielding a score of .55 for 11th grade, and .57 for 12th grade.

8. Used on Intelligence and Scholastic Aptitude Age Range:  Both Children and Adults

9. Special features Self-administration In each of these examination provision is made for student to read for himself on the first page of the examination booklet all the directions needed for the examination. A single list have 75 items. Examinee give answer without any interruption. Then examiner distribute the blanks and give the signal to begin. And he may leave the class for this reason the tests have been called “self-administering” test.

10. Simplified scoring Placing the number of the answer in single column at the edge of each page. This made easier the scoring of whole examination. Variety of test material Used of a Wide variety of types of questions instead of limited number. Flexible time limit Time limit of either 20 or 30 minutes 20 minutes for general survey purposes 30 minutes for more accurate measure

11. Ease of figuring IQ A chart is provided by which checked the examinee IQ directly from the score and age by locating the two point intersection. No arithmetical calculation of reference to tables is necessary. Interpretation chart A chart is provided which the scores of a class or school may be plotted and the pupils divided into fast moving ,regular, and slow moving groups merely drawing lines by lines on the chart. This charts is not used for score interpretation but to find distinct aid and convenience.

12. Who, may administer the test Any teacher after a little preparation can satisfactorily administer either the intermediate or higher examination. The teacher should not say any thing that is not prescribed, except to make clear the meaning of what is on the first page of the examination blank.

13. Direction for Administring Who may Administring Examination: Any teacher after a little prepration can satisfactorily administer either the intermediate or higher Examination. Any teacher who is interested in mental ability testing should welcome the opportunity to experience the taking of an examination. Those administring examination should realize that it is very important that condition be uniform through-out the school and must be same in the school being tested.

14. For this reason everything which need to be said in administring the test , teacher should give instructions verbatim, reading if neceassary . The teacher should say nothing that is not prescribed, exept to make clear the meaning of what is on the first page of examination blank.

15. 2. When to Given Examination: The best time to give an examination is probably at the opening of school in the morning, although the time of the day does not have serious effect on the scores.

16. Direction for Administring : To administer either the intermediate or the higher examination begin by adressing the students as follows: We are going to give you this morning or afternoon some new and interesting test. We will now pass the test paper and as soon as you receive the paper you mat begin to read the first page and do as it directs . Time limits is 20 to 30 minutes. Then say ‘’turn the page and begin’’ and note the exact time.

17. Directions for scoring The correct answers to the 75 items of both forms of intermediate and higher examination are given in the margin of the manual. Place the manual over examination paper so that approximate key is adjacent to the answer given on the examination paper. Place a check mark after each correct answer or cross after each incorrect and omitted answer.

18. If a paper found in which examinee does not place the number in parantheses but otherwise indicate the answer , the scorer should write in the parentheses but deduct 1 point from total score for failure to follow the directions. If the examinee has failed to make all his letters like printed capitals, score the paper as if all letters were printed capitals, but deduct one point.

19. Whenever an examinee has used an irregular method of taking the examination score the paper but deduct one point for each general direction not followed. The total score( raw score) in the examination is the number of correct answer. First count up the correct answer then verify the scores by counting incorrect and omitted answers. Then enter the scores on the first page of blank.

20. Raw score into Percentile and I.Q Percentile: Raw scores are then converted into the percentile according to the given table in the manual. If a student exeeds 75 percent of individual of his own age in score he is said to have percentile rank of 75.

21. I.Q: A chart is provided by which I.Q of the examinee can be found directly from the score and age by locating a point on the intersection of two lines.

22. A simple and easy way to obtain I.Q is to add 100 to score of individual and subtract from this sum the score which is the norm of his age. For example 15 year student in higher examination has 34 score but the norm of his age has 36, his I.Q is 34+100-36 = 98 .

23. Interpretation of Results Mental ability and Brightness: There are two aspects of mental quality of an individual which must not be confused. One is mental ability which refer to innate mental quality which increases with age. Other is brightness refers to that constant quality which determines the rate of growth of mental ability of an indiviual and the degree of mental ability which he eventually reach.

24. Mental ability is measure by individual’s score in the test. A measure of his brightness is obtained by comparing his score with that of others of his own age.

25. Application of Results The chief administrative purposes for what mental ability test are given are: The division of pupil of a grade or the student of class into more homogeneous divisions. The regarding of pupil so that pupil of each grade are more homogeneous in mental ability then more easily taught together. The division of pupil of school into groups which will progress at different rates.

26. Psychometric Properties of Test Reliability: By reliability it is meant the degree to which the scores of test are consistent in measuring . Reliability is determined by means of correlation between different forms of the same test. The coefficient of correlation were found between form A and B of both examination. Higher examination, grade 7-12 Form A r = .921 Intermediate examination grade4-9 Form A r = .94

27. Validity : There is no direct method of course to finding true validity of test. The method of standardizaton is perhaps the best assurance to the validity of test. The coefficient of correlation between the higher and the intermediate examination averging about 100 cases each group covering grade 7 to 9 was .842. Grade 11, number of cases 240 r = .55

28. Drawbacks of Otis Self Administrating Test When a 30 min. period is allowed for taking the Otis self-administering test of mental ability nearly 40% of the subjects complete the test. When only 20 min. are allowed, this figure is reduced to 10%. The items are not properly arranged in order of difficulty for adult subjects, Many supposedly comparable items in the various forms of the test are not of equal difficulty.