Psy-Com Services HANDBOOK BY SANJAY VOHRA Designed & Developed by Pxy-Com Servic ‘Copyright © 2011. pe tights reserved by Psy-Com Sores B4, 80/2, §.) Enciave. New Delhi-1 10029 peta Fh26104433, 26175191OE E SPECTIVE |. DBDA:ARETROSPEC! : 2, ABILITIES MEASUREDINDBDA-R : 3, STANDARDIZATI (ON . 4, TECHNICAL INFORMATION ON DBDA-R ‘ 5, ADMINISTRATION OF THEBATTERY , 6. SCORING AND USE OF NORM TABLES A 7. INTERPRETATIONOF SCORES , 8, APPLICATIONSOFDBDA-RRESULTS 5 9, BIBLIOGRAPHY AND REFERENCES » a a LIST OF TABLES Demographic Description of the Standardization Samples Table-t Table-2 Reliability Coefficients for DBDA Tests Table-§ Correlation Between DBDA Tests and intelligence Tests Table-4 Correlations Botwoon Academic Achievement ard DADA Tesig Tabi Working Time and Number of Items in Each Test Table-6 Norms for Ath Standard BOYS Table-7 Norms for Sth Standard GIRLS Table-8 Noms for 9th Standard BOYS & GIRLS (Combined) Table-9 Norms for 10th Standard BOYS Table-10 Norms for 10th Standard GIRLS Teble-11_ Norms for 10th Standard BOYS & GIRLS (Combined) Table-12 Norms for {1th Standard BOYS Table-13 Norms for 17th Standard GIRLS Tapiet4 Norms for 17th Standard BOYS & GIRLS (Combined) Table-i8 Norms for 12th Standard BOYS Table-16 Norms for 12th Standard GIRLS Tepe 42 Norms for 12th Standard BOYS & GIRLS (Combined) Table-18 Norms for Goliege Studante MALES Table-19 Norms for College Students FEMALES Taee.22 Norms for College Students MALES & FEMALES (Combined) Tablet» Nerms for Normal Acuit Population MALES able.zg NOMS for Normal Adult Population FEMALES Table-23 Norms for Normal Adult Population MALES & FEMALES (Combined)DBDA: Psychological testing began, it will be recalled, with efforts to device scientific instruments for the measurements and study of individual differences in intelli gence. Measurement and analyses of this sompiex mental process hae continued to be the most important and widespread type of psychological testing. It is de: able, therfore, to examine the defini tions and theories of intelligence, both for thoir historical valuo and thoir current ignificance in test construction and utlll- zation. Knowledge of these will give the student 2 fuller understanding of current tests. ‘The methodology for measuring mental ability ctands af the creceroade between ‘tha traditional clinical-empirical mode of development and the increasingly favoured psychometric approach. At present the traditional clinical methods fare serving as the basis and support for tests of single individuals, while the sta- tistical approach is being employed in progressively more group tests. In the past, the investigators developed certain tests to moacure intelligence ac- cording to their preconceived notions of what in functional terme, ability really meant to them. Those who defined ability as the activity to learn, developed v sure this quality. larly. those who regerded ability as syn- onymous with intelligence, constructed reasoning problems and tasks to evalu- ate intelligence. In this way abilily tests developed inte a congeries of empiri- cally assembled tasks organized accord- ing to various operational definitions of this psychological phenomenon. To define this phenomenon we can say that ability is the actual power to perform ‘an act, physical or mental, whether or not attained by training endfor educstion. General ability is concerned with all sorts of tasks, but specially those of a cogni tive or intellectual nature. Special ability has to do with a defined kind of tasks. Each special ability should, whenever A RETROSPECTIVE possible, be se defined, as not te overlap with other special abilities. Ability thus implies that the task can be performed now, if the necessary external circum stances are present; no further training is needed. To compare ability with similar Phenomenon it is seen that: Aptitude (which formerly carried im- plications of innatenose) has now been specialized in technical writing to refer to the fact that the individual can be brought by a specified amount of training to 2 specified level of ability, either general or special, but usually the latter. Capability fs the maximum effective. ness a person can attain with optimum training. Gapacity is a loose synonym for abil- ity or even for aptitude, often with implica- tions of innateness. ‘Talent is a high degree of ability or of aptitude. Gift and endowment are popular terms for high ability, largely innate. Competence is fitness either for a particular kind of task or fitness in gen- oral, Verious theories have come up in the past few years to highlight the different methodologies to be adopted for meacur- ing differential abilities. Among the most prominent ones is that of Group Fastor Theories. Such theories were originally conceived by Thurstone whose work re- sulted in the construction of a set of mea- sures called Tests of Primary Mental Abili- ties. According to group factor theory, ability not an expression of innumerabl highly specific factors, nor is it the ex- pression primarily of a general factor that pervades all mental activities. Infact, the analysis and intorprotation of group fac- tor theorists lead to the conclusion that certain mental operations have in com- mon a “primary” factor that gives themfonal unity and 4 functior nd holegics! am other men BeeNerentitos them OM OT one, trteatons. TREE Tee oe group Ser constte 2 a een ing of mental Pore a group has 2 third mary factor: @ NNT Orde, there are y in other words, é and $0 or groups of mental abilities a amber of 0005 of OT ee ng of which has its on” Por unity and_cohe~ ss. Each 0} | ke setid to be relatively independent thers ii “primary mental abil win ue for many years, {t multiplo~ mn the new methods ater anolysis of some six such ability factors: Whereas, other workers in thie area such as Charles Spearman in Brit; fin and Karl Holzinger in US, had argued frartcularly Spearman) for studying aad Sharate ability less for its own concep- Tae sense and more for its contribution to the overall central intellective or ‘g' factor general intelligence. Thurstone’s neo~ analytic teol- multiple factor theory -gave instead, each broad ability construct oughly equal importance and set inves- tigaters ta the task of more precisely de~ fining the limits of the ability factors found in this eariy research and extending the list of ouch *primery mental abilities” be- yond the she found In the pioneering re- search Thurstone’s work ties” has been wit ‘Thurstone characterized intelligence as ct abilities, His approach was somewhat different from that of Thorndike or Wesehsler, who acsumed that their individual sub-tests were pure measures of the designated. ability. Ac- cording to Thurstone, an ability is iso- leted by giving mental tests to a great number of persons and then determining, through a mathematical process known 8 “factor analyses", the least number of abilities necessary io explain the corre: lations among the tests. In his Pioneering Study Thurstone (1938) isolated six “fac. tere" that accounted for mast of the score similarity of §6 different tests given to a G10uP of college students. These wore Verbal, Number, Spatial, Word fluency, (Memory. and Reasoning. The verbal tse: Y was identified by its heavy “loadings” on tests of reeding, syno, Gest grammes an Toc ON TS an Thurstone’s number factor une ot by loadings on such tests ag eile multiplication and arithmetiea, ‘tition ing. Out of this research came ihaceon- the “multi-aptitude” test batteries mary mental abilities tests, Later, gations showsd, however, that to Neste ber of factors isolated de; erably on the educational seg7g°0Ma- mental backgrounds of the subjeg, and on the number and types of used in the factor analysis. It wae bud shown that Thurstone’s so calleg mary mental abilities" correlated gi tively with each other which suggast ah presence of a still more basic and \ eral mental factor as had tong beats gued by the British psychologist Chars, Spearman 8 Recent thinking among factor analy about the nature of human inteltigenc, has lead to slightly different ideas, One’? represented by Spearman's British tree tion of investigation, exemplified by Php Vernon's structure of human abilities jp which human mental abilities are ‘a ranged in @ hierarchy with a broad gon. eral factor and split into two major "gray factors, one distinguished by verbal arg educational abilities (v:ed) and the other by practical or performance abilities (kim). Each of these major group faciois is the differentiated into more specite factors like Thurstone’s verbal, number, and space. These finally break into fac, tors found in specific types of test. Thus, any mental performance can be described as involving percentages of g, ved, ver bal and others until all the factors needed to account for the performance have been detormined. The scheme of Horn and Gaitell (1966) has some similarity to Vernon's structure. Cattell distinguishes between fluid and crystallized intelli- gence. Crystallized intelligence is largely @ function of one’s environment and is much like the. ved abilities, Fluid inleli- gence reflects more of the genetic aspect of intelligence and is more clearly re flected in non-language taske that are less related to one's background of pre- Vious experienceAnother view of mental abilities gre from Thurstonian American traditien of investigation. Its chief advocate is J.P Guilford, who devised a theoretical Struc: ture-oF-Intellect_ model (51) In which he classifies human mental abilities in three dimensions. The first is defined by the kind of test content confronting the ind vidual - “figural”, "symbolic", "semantic", or *behavioural”. “The second is defined by the types of mental "operations nec- essary to deal-with the various content forms - “cognition”, ‘memorization’, ‘con- vergent thinking", “divergent thinking", and “evaluation”. The last deals with the outcome or “products” yielded by the var ous mental operations applied to the vari- ous content forms. Thore are six prod- ucts: units of information, classes of units, relations between units, systems of infor- mations. transformations, and implica- tions. With four Kinds of contents, five kinds of operations and six kinds of prod ucts involved in mental performances. Guilford postulates 120 (4x5x6) distinct mental abilities in the SI model, He re- ports that about sixty of these have beon isolated through factor analytic investi- gations. Perhaps the most important application of factor-analytic studies of mental abili- ties has been the increasing use of "multi- aptitude” test batteries in educational and vocational guidance. These batteries are composed of a sories of individusl tests built around the findings of ‘factor analy- sis; to a certain degree each of the gen- eral battery's subtests assesses a spe- cffie ability. One such battery is the Diffor- ential Aptitude Test (DAT) for use with high school siudents; the DAT contains seven subtests that measure verbal rea- soning, numerical ability, absiract rea soning, space relations, mechanical: rea soning, clerical speed and accuracy, and language usage. But DAT and other such batteries which currently exist do not in- tend to be "pure" measures of single "fac tors’, they just ‘provide a profile of an individual's mental strengths and weak esses. Therefore, taking this aspect into consideration a test/battery w tially required which could delineate spe- ic abilities based on current oecupa- jonalivocetional needs and life-styles. Thus, the stimulus for the development of David's Battery of Differantial Abilities (OBDA) came largely from the growing realization that, although most of the pri- mary ability traits had been isolated and studied, the available standardized test batteries of intelligence and abilities did not reflect currontly accepted views of the number and mature of the ayehological constructs involved. The overall gui Diincipal in the devsiopment of the DEDA was to provide a battery of short tests so as to provide investigators with an eco- namical vehicle for assessing a wide range of the important ability constructs. Thus, kooping the above concept in mind, the David's Battery of Differential AbilI- ties (OBDA) - Reviced Version is being devised In order to have an accurate mea- sure of an individuals’ vorious mental abilities. The DBDA (Revised Version) is @ standardized procedure for objectively measuring what a person is able to do at the time he is being assessed and under the conditions of the assessment. In- cluded in this concept is the realization that individual behaviour including men- tal processes, is nelther consistent nor stable. Although scores for groups may be relalively stable, it doss not follow that the individual score within a group will be similarly stable. And the fact that DBDA may have high predictive validity doos not_mean that any individual taking this tect may be accorded the same pradict- ability as the croup itselt. Because ability is a product of nature as well as nurture, an individuals mental functioning will be influenced by many extrinsic factors such as- cultural exposures, including quality Of education, as well as intrinsic factors such as personality characteristics. The most we may say for the OBDA scores is that It doseribes how the individual per- forms here and now, and thet all things being equal, he will probably continue to funetion in a like manner.ABILITIES MEASURED VERBAL ABILITY (VA) refers to the comprehen- ween onde and ideas, or a person's ability to understand written language. it has been studied by the psychologis for many years and is one of the most important of human abilities. Traditional tests of general Intelligence usually tap VA to a large extent. In the DBDA, VA is assessed by two different kinds of Sub- tests: Vocabulary (VA Part:l) and Under- standing proverbs (VA Partll). This ebil- ity can be expected to figure prominently in success in academic and school-re- lated performances. It is a predictor of occupations involving much reading and writing of reports, and 80 on. This factor is assessed by taking the sum of a person’s scores on VAI and V-ll. In this and other tests of the DEDA, no correc- tion for guessing Is applied. VA Part:l involves word meaning exer cise to assess the subject's knowledge of English words and his ability to ab- stract and generalize relationships among words, VA Part-Il invalves the abil- lty to recognize the proverbs and under- stand their latent meaning, an ability as sumed to be essentially the same as that of comprehension of language, and us- age of words in day to.day life. Tho VA subtest ie ineluded in this battery. because It is anticipated to be useful in predicting important criteria such as aca- demic success, speedy and accurate re- call of exact data received from the sur- roundings, and rapid comprehension of verbal communication where verbal rela- tionships and concepts are important, The VA score deserves a con: erable Weight where it is to be judged that whether the subjectis from a good formal ‘schoo! education or not. Vocationally, the VA score also indicates something about the occupational level upto which the subject should appropriately aspire since there Is a positive relationship in many occupations between the leve! of IN DBDA-R responsibility of @ job and the o of verbally phrased ideas to be wey hended pe NUMERICAL ABILITY (yg Numerical ability refers to facility in nipulating numbers quickly and acc rately, in tasks involving addition, sat traction, multiplication, division, squs ing dealing with fractions etc. NA is qa. tinet from both reasoning and mathern, cal knowledge, and is with the more ba. sic trait of facility and fluency in tuna, mental number operations. This ability generally found high In Individuals wes are successful in mathematical, cciey, tific, and technical subjects. Itis 2 prea, torof accupations invoiving computations) tasks, such as various clerical, account. ing, engineering, technological, data pro. cessing jobs, etc. ‘The probloms to be solved in NA test are not difficult but they have to cone in very limited time. Thus, increasing the di sully level for rapid calculations, In com bination with the VA score, both the tesis are a good measure of general learning ability. SPATIAL AB’ TY (SA) Spatial Ability is concerned with percel ing spatial patterns accurately, and fol- lowing the orientation of figures when their position in a plane or space is a- tered, This ability has been extensively studied over the years and nas been seen as an indicator of non-verbal, or to some extent, culture-fair intelligence, since its dependence on acculturation and learn ing is minimal. In DBDA, SA is assessed by items in which the subject must be abie to determine quickly whether two- dimensional figures have been merely turned around (rotated) or, they are tumed over and rotated (reversed). This ability is found to be high in individuals who asuccessful in geometrical drawing, draft- ing, vocational training, and in art and design. It Is @ predictor of occupations involving figural materials, such as those dealing with shopwork, architecture building construction, engineering, com- mercial art, dress-destoning, die-making, and decoration, ote. The latent feature which operates in 9A is that the items require mental manipu- lation of objects in three-dimensional (3- D) space. Thus, SA is a good measure of ability to deal with concrete materials through visualization. There are many tasks in which one is required to imagine how an object would look if made from a given pattern, or how a specified object would appear if rotated in a given way. CLOSURE ABILITY (CA) Closure Ability fe primarily 2 perceptual ability measured by the DBDA. It refers to the ability to sec quickly whole stimu- lus when parts of it are missing, or to ‘complete the Gestalt.” The principle of closure has been adopted from Gestalt Poychology, which eays that the brain tends to fill’in gaps in order to perosive complete meaningful forms. CA is a speed test assessed by items in which the ex- amines must look ai a "mutilated word,” ie., a word with perts of the letters miss- ing, decide what the word is, and then {ind which one of the five jumbled options spells that werd when unjumbled. Both completing the gestalt of the “mutilated word” and unjumbling of the letters in the options tap this ablilly. CA can be ex: pected to be relevant to success in courses and occupations involving speady visual percaption, such as those conceined with office and shopwork, ar- chitecture, computer pregramming and data processing, art and designing, etc. CLERICAL ABILITY (CL) Clerieal Ability is perceptual activity pri- marily concerned with making rapid evaluations of features of visual stimuli In CL, the perceptual speed and accu- racy is measured by items in which the examinee musi rapidly assess the sameness or difference of paired groups of letters or numbers. The items thus pro- vides @ series of situations which simu- lates the elements involved in many cleri- cal jobs. Little or no “higher level" of intellectual difficulty is involved in this test, But since intelligence of mental abil- ity components are adequately measured by other tests of this battery, it wee de cided to include this ability also due to high vocational value of this ability. CLis important to success in many tasks involving record-keeping, filing, taking inventories, dispatching, coding, and other similar jobs. It is relatively less im- portance for most educational purposes, although students who soore very low may find it difficult te meet classroom standards of neatness, speed and preci: sion. A low seoro on this test for a gener ally superior subject Is likely to indicate his/her emphasis on correctness rather than speed. REASONING ABILITY (RA) Reasoning Ability refers to the ability to apply the proves of induction or to raa- son from some specific information to 2 general principle. Hore, RA is measured by items requiring the subject to inspect sete of four lettors and discover how four of the five sets presented embody a gen- eral principle, while the fifth does not. Thus, little of no reliance is placed on leamed material, words, or numbers, so that RA scores will be 2 good indicator of non-verbal, nen-culturally biased intelli- gence. This is one of the most important primary mental abilities in many fasts of general intelligence. The series pre- sented in each problem item requires the perception of an operating principle in the sets of lettors. In each Instance, the subject must discover the principle(s) governing the set of latters and give avi- Gence of his understanding by identity- ing the act which does not follow the logic followed in other sets.1 success in many areas Portree that stress logic, Such occupations In mathemat- its, computer program- .nces and scien- RAi particularly tho: as courses and igs or related pursuits, © ming, engineering, Scie tifie technology. MEGHANIGAL ABILITY (MA) Mechanical Ability refers to an under- standing of basic mechanical principles, simple machines, tools, electrical, and automotive facts. This factor can also be teferred to as “Mechanical Information or “Mechanical Experience,” as MA score is dependent te @ great extent on ac- quired knowledge and skills in such ar- eas. The items in MA test tap information in all these areas. It has been found use- ful in the prediction of success in training and occupational performance in techni- cal vocational areas. The ability measured by MA test may be regarded as one aspect of intelligence, if intelligence is broadly defined. The per- son who stands high in this ability finds it easy to learn the principles of operation and repait of complex devices. The score \s affected by previous experience of the subject but not to a degree that intra- duces serious difficulties in interpreta. tion. The MA test is useful In those cur- ficula and occupations where an appre- ciation of the principles of common physi- cal forces is required. if a student intend- ing to go for higher studies In a physical sctence field (or in a technical/manual training course) but does not got score on MA, he/she is likely {0 pf" poorly in his/her job and find he (o™ difficult. Wor}, Thus, MA score is relevant for cour, and occupations concerned with mage! ery and shop, electilcalfelectronie igs) factory, automotive, carpentry, and en neering technologies. ai It is Important to realize that MA coors, are of less educational and vocation significance for girls than for boys, Ths mean scores for girls are lower and Valys of the test for educational oF vocationa, guidance is: less clearly established fg, females. PSYCHO-MOTOR (PM) ABILITY Psycho-motor Ability here refers to pre. cise movements requiring eye-hand co. ordination under highly speeded condi- tions. PM ability can be considered one of fine-muscle dexterity, primarily manual. The teat requires the subject to draw finely controlled pencil lines, at quickly as he can, in specially constructed figures. The PM test can also be associ ated with the MA test, as its importance to success in mechanical-technological en- deavors is well-established, In addition, PM can be expected to be relevant for succe’ss in assembly line work, dratting, and clerical jobs.STANDARDIZATION Work on establishing this battery of ait ferentiat abilities tests was started a few years ago. At that time a fist of various primary mental abilities was prepare Fhe type of iteme constructed were many cases those that had, over the years, been used by psychologists to Ineasure the particular abilities (e.g., vo- tabulary, and spelling items for the ver- bal ability test), but in other instances vibolly new assessment methods were devised - as, for example, in some of the spatial and perceptual ability tests. Some principles were rigorously main- Jained in the construction of items for this ‘extended version of DBDA. Firstly, the items had to be clearly identified with tho appropriate ability factor and the diffi- culty level was maintained to be aver- ‘age. Secondly, the items had to be inde- pendent of all other abilities except that which they were designed to measure. Finally, efter the construction of items for all the subtests (approximately twice as many items were constructed as would eventually be needed, fo permit rigorous selection af the best items) the tests ware subjected to empirical research. In construction of items for the various subtests, two additional considerations were paramount, Firstly, tests were de- veloped in a answer-key-scorable format whenever possible. Secondly, an effort was made to develop tests whose pur- poses were not readily communicable to other subjects who had not taken the tests. ‘The standardization of DBDA-R is based on more than 2500 protecols tested at more than 12 locations throughout the country. Various research scholars, as- sistants and psychologists participated in this standardization, The sample in- cluded schoo! students, college students and normal adults. Table-1 provides a demographic profile of these groups. The primary sampling considerations were geographical locations (mainly town and cities), occupations (to reflect socio-eco- nomic status), and age. Table-1; Demographic Desc: n of the Standardization ‘Samples (All figures are given in percentages) Total School College Normal ‘Sample Students _ Students Adults Place of Data Collection Eastern Region 16.9 22.7 22.6 28.6 Western Region 38.4 28.3 31.9 34.9 Northern Region 27.4 276 20.6 19.6 Souther Region 17.6 214 18.9 16.9 Age Mean 22.4 15.4 49.1 2.4 Rang 14-30 44-17 48-22 23-30 meTECHNICAL A. REL A very exhaustive and extensive, data regarding the reliability and validity o the DBDA-R has been collected and some more is still in the process. The prelimi- nary reliability estimates from this data are derived from the KR-20 formula 2s a measure of internal consistency. Since INFORMATION ON pDBDA-p TABILITY all the tests of DEDA-R are speag the KR-20 cootficients are not rey, propriate. Therefore, the reliapiag! 9 ficients from other methods (Spit-t4¢°- Test-retest) have also been deme? are given in Table-2. ad Table-2: Reliability Coefficients for DBDA-R Tests Type of Tests = CA MA cL Coefficient VA NA SA RA py ‘Split-half 72.82 05 BS GD 8k ee R20 75 78 92 74 62 89 669g Test-Retest 79 78.8574 70 82 '6t“g SS __8eFeFe£O8888SSSSSSSSEEEL B. VAI The concrete valicity is taken into con- sideration here. This is an indication of the practical utility of a group of tests that is how well their test scores correiate with other well established tests or relevant criteria. There are two types of concreta volidity measures available for reference by the user. These ar 1) correlation with academic achieve- ment, and 2) correlation with 1 scores. 3) Academic Achievement: The relation ship between DBDA test scores and academic achievement has been stud- Lipity ied during the pilot ‘Study conducted for this test on high and seni oF School students. The sample consi ted of boys and girls from Sth to 12th Stan- dard of varlous schools, batween age groups of 14 to 17 yeats. The resuit. ing coefficients are shown in Table-4, 4) Correlation with general intelligence tests: Two main studies have been conducted with established intelli- gence tests to determine the relation- ship between DBDA-R and these tests. The resulting coefficients are shown in Table-3 below: Table-3: Correlation Between DBDA-R Tests and intal Intelligence DEDA Tests Tests VA NA 8A CA MA soCL_s RAP WAIS (Verbaly 57 62 48 52 58 65 68 54 16PF (Factor-B) .66 64 sa 58 66 69 62 64 Jalota's GMAT .60 65 46 54 54 55 55 4a 70Table-4: Correlations Between Academie Achievement and DBDA-R Tests DaDA Mean S.D. Eng. Maths Science Soc.Se. Overall Tests (Avg.) —(Avg.) CA 10.58 = 2.50 28 42 45 -28 46 cL, 3430 9.99 18 22 16 2 21 MA = 1287 3.29 23 A2 58 28 35 NA 11.300 2.40 32 78 53 38 64 pm 3365 7.80 24 22 31 29 25 RA 5.IT 4.97 32 51 4 38 52 SA 35.85 14.72 15 44 32 18 29 VA 1268 3.00 56 18 24 AB 36 N= 320 320 235 195 203 260ADMINISTRATION The instructions for administration of each test of DBDA-R are given speciti- ally and in detail on the booklets of the foepective tests. Since, these are all abil- ity tests, the utmost importance Is to be given to the timings mentioned for each Bet on the booklets. A summary regard- ing the timings and number of items of each test is given in Table-5. Table-6: Working Time and Number of Items In Each Test Test Working Time No. of Items VA Part-l 4 mts. 15 Part-ll_ 3 mts, 30 secs. 9 NA 5 mls, 90 secs. 20 SA 6 mts." 72 cA 5 mts. 20 MA 9 mts. 25 cL 3 mis.* 72 RA Smits. 12 PM 5 mts. 70 Time not to be disclosed to the subject TANDA\ Tr INSTRUCTIONS All the tests in DBDA-R should fellow a certain procedure, in the interest of maxi- mally standardized measurement. Some generel considerations - or points that apply to all the tests are given below followed by specific information for each test. 4) General Considerations: a) Read aloud, and fairly slowly, the in- struction page for each test, as the oF THE BATTERY 12 subject(s) read the pay iheincslves. For each tect, ee & ce: Read the instructions for this t yoursolf while I'read thom slougt © Pause where example appesi Tow the subjects some time fo 'a2h through the examples. thn b) After the complete instructi been read, ask the cubjeats; "™** Are there any questions begin? before you Clarify instructions of doubts at this point, if necessary, subjects may te. fead parts of the instructions and re. view the examples, but no new ex amples should de given ©) After answering questions on the in structions, the examiner should an. nourice: All right, turn the page and begin. (The words here are altered in some tests, and this is made clear in the specific instructions for each test be low.) Allow about 5 seconds for turning the page, and then begin timing. Vhen the time is up, announce in a firm voice: Stop working now. Please put yourpen- cils down and turn ihe booklet immeci- ately. Be sure that the subjects do not con- tinue to work. d) Follow working times strictly. USE A EST TIMER. STOPWATCH OR A TI This fact is extremely Important for al the tests, The working time ie disclosed for all the tests except SA and Cl, 0° summarized in Ta Tee ble - 5 earlier.examiner should be sure he knows the time allotted to a test before ho gives the signal to start. For SA and CL. itis important that the working time not be informed to the subjects. If an enquiry is made regarding the time for these tests, he/she should be replied: Persons taking this test are not given the working time. Please continue to work until told to stop. he timings for SA and CL are not disclosed to the subject, in order to assess the speed and accuracy under high anxiety states. ¢) Emphasize that the directions such as = not going on to a PART-II or the next page until told do so are to be strictly adhered to. In a group testing situa- tion, the examiner, of an assistant, should unobtrusively walk around the room to see that the subjects do not turn the page when they tinish the test. ) Betore beginning the battery, the ex- aminer should encourage the subjects to do their best by stressing the imper- tance of the tests in determining what each parson’s strength are, and which arealcourse Is best suited for him/her. Subjects should be reassured that they 43 are not expected to get every item cor- rect. g) Allow 20 to 30 seconds break between tests. Thie is best done aiter the exam inees have bean told to stop working ona given test, and turn to the instruc- tions for the next test. At this point (when examinees no longer have the test in which they were working in front 6f them) allow thom the 20 to 30 sec- onds to relax, before beginning the ext set of instructions. 2) Specific Instructions for all DBDA Tests: a) Mark only one box foran iter. lems for which more than one box is marked will not be counted. If you need an- other pencil, etc. at any time, raise your hand. b) In ail the tests, you will answer a ques- tion by choosing the best option emong the several. Even if yau don't know the right answer for a particular item, iry to narrow down the choices as much as possible and then mark the option that is your best guess.SCORING AND USE Directions for scoring scoring procedure in DBDA-Ris very objective and simple. Separate stencil keys are available for each test to be placed on the answer sheet. Complete instructions for obtaining the raw scores are given on these stencils themselves. Before the scoring keys are used some general guidelines are to be observed to maintain the validity of the test. Such as: @ see that only one response is marked for each item and that it is marked clearly; @ reject those answer sheets that show obvious response paltems such as all of the answers in one column, or alter- ation of left and right responses in all the tests, etc.; @ see that maximum the items have been answered within the specified time limit. Meaning and use of Norms The meaning and use of the raw scores after they have been found is the primary censidcration of the test user. Since mea- surement in psychology ie usually nat on an absolute scale, the best that most measures can give is the relative stand- ing of one individual with another, or with 2 group of incividuals. Two general approaches to examining these relationships are available, and in both cases, the raw scores typically un- dergo certain transformations. in the first approach, the test user transforms the raw scores for the group of individuals he has tested into some sort of standard score or centile, and then makes com- parisons among the individuals in that group, or makes them between this group and another that he may have previously tested. 14 OF NORM TABLES In the second approach, the test transforms the raw cores again, ig US** type of standard score, but this tin Compares the individual. or intact’, whole group, to @ population whose the eal response pattern nee Population is quite specific to the aie the test user. For example, he may hac’ collected hie deta from management on ees, and may wish to compare the a profiles of each sex. In the latter casey) population is ane whose ablities rar been investigated and reliability mec’ sured to the degree that it might be sary with some confidence, that a partious: level of some abifily either is, or Inn characteristic of that population. An ox. ample would be the population of all boys of jh and senior school level. “Norms’, however, need not necessarily refer te ‘normal’ populations, but only fo popula. tione about which some minimum degies of knowledge is available. Obviousiy, a the early stages of a test's use the wet commonly available norms are for the general ‘normal’ population. Transformation of raw scores The type of standard scores used with this is the STEN - a unit on a standard ten-point scale. Although sten will ap- peal to most users, it is important that each Investigator have access to the kind of standardized score he desires. The values of raw scores means and stan- Gard deviations (from which stens can be ¢erived) are given in a tabular form in the following pages. Directions for obtaining the raw scores ffom the answer shect are previded on the scoring keys themseives. Here, we shall assume that the raw scores have already been obtained and that ston are desired. Standardization tables are given for three groups;4, School students (Jr. & Sr.) 2. College students 3, General adult population, The sizes of the sample and the means and standard deviations of raw scores are given in each table. The sample in the school students group consists of boys and girls of ninth standard to twelfth standerd, within the age range of 1410 17 years. Separate tables for cach class (th, 10th, 11th and 12th) have been con. structed. The sample in the college stu. Gents group consists of males and fe- males undergoing their graduation or pest-graduation courses, within the age Tange of 18 to 22 years. No separate tables for class wise distribution have been canstructed for this group of norms, Finally, the sample in the general adult population consists of mainly the occu- pational groups, students, and house- wives, within the age range of 22 to 30 years. It should be noted that all the groups mentioned above have separate norm tables for males (or boys) and females (or girls). along with the “male-female combined" tables. The need for combined norms applicable to both sexes simulta- neously has greatly increased in recent years, due to progressive desegregation of the sexes in vocations and college curricula. Men and women nowadays are applying in nearly equal proportions, for admissions to various colleges hitherto restricted largely to one sex or the other; Jobs are increasingly becoming open to ‘men and women on an equal basis. Thus, 15 more and more often, situations arise in which individuals have to be appraised without regard to sex-whether it be for the: award of scholarships oF for selection ‘and allocation of employees to different Job openings. In cuch situations it may be Preferable to use combined-sex norm tables in order te avoid discrimination on the basis of sex. Once the test administrator has decided which table or tables will be most appro- Pilate for his data, the use of the tables io quite easy. The values within the table (Le., the body of the table) are ‘raw score: = the values obtained the scoring key(s). To convert these raw scores into Sten scores. find the raw score for VA in the ‘VA’ line and read the corresponding sten score above it. Do likewise for other ability areas also, For exampie, if a girl of sth standard, whose scores are to be converted by Table-7 had obtained a raw scores of 14 en VA, 9 on NA, 37 on SA, etc., her corresponding sten scores would be 10 on VA, 8 on NA, and 7 on SA. In summary, the procedures for obtaining sten scores are: 1. Obtain raw scores from the answer sheet. 2. Select the appropriate norm table. 3. Convert each raw score to its sten equivalent as described above.¢ for 9th Standard Boys Table-6: Norm: eS Abiity 1 2 F StenScores ee e248 4 8 © tT OS OE te uy = gas war 1921 2225 2790 31-34 3558 3849 4472 CL Pho 4 a 08 se 7 68 1 THD 13 4S 1625 MA ogy 03 ae ee oS 5 6 7 8 82 MA ae ig NA 08 740 HAS 1446 1720 2123 24-27 2090 3153 34-70 PIM 2035 474 u he 23 4 B= 8 TAR RA ee iy Bk z SA O41 1247 1823 24-29 3095 9640 41-46 47-52 S358 59-72 SA 35044455 vA of 238 A 5 BT BB 1024 VA SB ty jen Scores avy 1 2 3 4 § 6 7 #8 3 Mean 80 Age Range: 13.5-14.5 years, Ne 164 Norms for 9th Standard GIRLS ‘bliiy 1 2 +3 4 6 6 7 8 8 1 Mean Sb Sten Scores CA 02 3 4 SB 7 B 8 10 ANZ 13.20 CA 7.25 239 CL 040 11-48 16.20 21.25 26-20 31-95 2690 40.44 48-49 50-72 CL 30.05 991 MA 02 5 4 5 6 7 8 $8 W 1425 MA 642 24 NM 02 3 4 6 6 7 8 8 1 1120 NA 620 204 PM 08 949 1417 1821 22-26 27230 3134 36.30 4043 44.70 PM 26.14 869 PA or 2 8H ew TH RA 385 130 SA O40 11-45 16.20 21-26 26-90 31-95 3640 41-45 4650 51-72 SA 30.24 997 “A 02 3 4 86 7 8 8 40 te12 13.24 VA TaR 240 Ability StenScores 42345 8% = — Reeknge BETS ea 16Table-8: Norms for 9¢! Standard BOYS & GIRLS (Combined) itty a 4 8 6 7 8 9 Moan SO _ Ston Scores oz 3 a. 4 8 G 7 8 9 1 1920 CA 625 206 CL OF 1044 15-49 19-23 24-28 29.32 33.97 3044 42-48 47-72 CL 2805 9.25 wa 02 38 AS G7 ao mk t2 1325 A 777 256 moo 2 3 4 8 G7 8 8 20 NA 556 183 PM OF G11 1245 16-19 20.23 2a27 2090 91-94 95-38 39-70 PM 23.24 7.67 mA oe 2 3 = 4 5 + 6 742 RA 39t 1.28 SA OAL WAG 17-24 22-27 20.32 39.90 3943 44-40 49-54 5572 SA 32644077 vA 02 3 4 5 6 7 6 9 4 ‘28 VA 65S 245 ‘Sten Scores Abity 1 2 3 4 & G6 7 8B 9 Mean SD AgeRanges 19.6-14.5 90% W=336 Table-9: Norms for 10th Standard BOYS pity 1 2 3 4 > Wean 8D mA 4 2 3 4 9 1020 CA S72 183 CL (09 10-4 15-10 ae09 De7O BBSZ ISAT I242 4249 4TTZ CL 2218 929 WA 03 45 GT 59 WAY IAT MNS WAT 12 125 MA NAD 376 W023 § GB GT BAD OAN RADA Pu 07 B40 tht 10.21 2298 2528 2931 3295 25.70 PM 2428 701 Roof 2 + 3 4 + 5 + G WE RA 401 1232 SA O12 1318 1924 PE-A1 BIT V4 L440 F065 FH .I2 SA 37,44 1228 VA 02 3 4 56 7 8B DB TOIL 12 1324 WA 741 2s holly <4 2 3 A 6 9 Mean $0 AgeRange: 14.5-16.6 years,Norms for 10th Standard GIRLS Ability —— = 6. © 9 © 2 StenSeores ‘ean gp — EEL 9 1 1-42 13 1420 o2 2 5 6 78 cA 825 272 2 LD iwtimalennmnenmene a agen WR 02 3 4 «§ 67 B 8 W TW 1225 MA 749 29, MA oz 34 8 TB 8 1220 WA ray ayy PM 08 S43 1447 feet 2295 2750 31-34 3599 4043 4470 PM 24.29 ayy RA 02 8 SF BOTH gag SA 044 1246 17-21 2297 2052 S887 SEAS 4E48 4883 5472 SA 22424069 VA 02 24 § G7 8 94D 11 4243 44 1524 VA 52 29y ably 1 92 3 4 6 8 7 8 8 4 Mean so. AgoRange: eassyers, N16 Table-14: Norms for 10th Standard BOYS & GIRLS (Combined) Aulity T 2° 35 4 6 6 FY 8 9 10 Bean 0 StenScores cA 02 3 4 § 6 7H 8 6 4M 1220 CA 656 230 Sh O10 4 16-20 24.285 28.80 34.95 3640 41-44 45-49 5072 cL 040 999 MA 08 4 5807 sw 142 13 445 J025 MA oa 305 Se 8 8 ee fw tt Hi a tee as PM 07 B41 1248 1649 20.22 2398 2720 31-94 3537 30-70 PIN 2277 7.64 Wo ee ee Ok as RA 443 138 SA O41 1247 1823 2629 3034 95-40 4146 47-51 52.57 S872 SA 34704447 woof 8 8 ew eo 1424 VA B41 267 StenScores vot 8 6 ee Gly 10 Mean sD AgoRange: 14.5-15.5 years, N=374 18Table-12: Norms for 11th Standard BOYS 6 7 40 StenScores cA 02S 45 GT BS HHH 2 13D CA 752 248 CL OHO 11-15 16-20 21-25 2620 31-05 coc9 <0<4 HS49 EOT2 CL 30.08 O97 wA 04 56 79 O48 12-43 1445 1647 1820 26-92 2325 MA Tet 443 wa 02 34 5 GB 9D OHHHZ 13120 NAR 287 pm 07 «G11 12-48 1649 2022 2326 27-20 S134 357 3670 PIL 2278 751 rp of 2 3 4 S$ - 6 7 B S42 RA $11 165 SA 013 14-19 20-26 27-32 3339 4045 <6-52 S359 S265 CO-7Z SA 39241294 vA 03 4 «SS 7 88 10 1142 1344 15 16:24 VA 941 310 StenScores. ality 1 2 3 4 & 6 7 8 8 4 Mean SO ge Range: 19.5-16.8 years, W=174 Table-13: Norms for 11th Standard GIRLS wily 1 2 3 4 & 6 7 8 8 1 Moan SD StonSeores cA 03 4 567 BS 10 HZ 13 45 1620 CA 8.42 277 CL O41 1217 18-22 2328 2934 35.39 40-45 4651 5256 57-72 CL 31.65 9.29 WA 030 4 587 BM 10 TH2 13 4S 1625 MA 052 28t NA 02 34. SGT) BOD TOY 1213-14 15:20 NA 8.01 264 PM 08 O43 14.17 1821 22.28 27.30 31-4 35-39 40-43 44-70 PM 24.20 7.90 pm 64 2 3 4 & & F 8 8 1012 RA 561 1.85 SA O42 1910 19-24 2591 9237 3643 4449 SOS $561 6272 SA 3262 11.42 VA 08 45 67 B89 10 1112 1b14 1546 17 1824 VA 1045 3.34 ; StenSeores Mean SD a 4 5 6 7 &€ 8 0 ee Age Rango: 18.6-1€.5 years, N=212 19tapie-14: Norms for 11th Standard BOYS & GIRLS (Combines) able-t4 5 6 7 8 $ 10 7 abinty $2 Sten Scores a —— 6 7 88 WT 13 420 CA Tay og o2 34 8 o 2125 2620 31-85 SGAt A246 A751 52-72 fete 1944 1546 17-48 19.25 Mean sp 03 45 67 88 (0 40.18 369 = eu ch oto 1115 162 3085 i0.4g ma ma a Na Pan RA pig 1949 2023 2427 2831 3285 90-98 59-70 2349 725 pm o7 B41 1 a oo et 4 Oe ee 8 538 1% ga 042 13.18 19.24 2590 31-05 36-41 M27 B53 S489 6072 SA 3593 1195 va 03 4 56 7H 9 «HON 12 TBA ASHE 1724 VA 8.78 any ienSeores amy 6 ok Mean sp N= 306 ‘ge Range: 15.6-16.5 years, Table-15: Norms for 12th Standard BOYS 000 Mean SD 7 StonScores - Of 24 66 7H S41 1243 1445 1648 19:20 CA B72 470 ca CL 0s10 1148 17-21 2226 27B1 3298 B42 4347 4052 G72 CL 31.76 1048 MA 04 ST 69 1042 1944 1516 17-19 2021 2224 25° MA 14.51 478 MA = Ot 24 56TH HT 1213 1448 1718 19-20 NA 9.00 435 PM 08 942 1946 17-9 2023 2427 28-01 9235 2690 40-70 PM 29.00 RA oof 2 3 4 § 6 F 8 + S42 RA 539 177 SA 0-18 16:22 2328 20-94 35-40 4147 48-69 54-59 DEG GT-72 SA 47.00 12.65 VA = $24 67 840 1143 14:46 1748 10.21 2224 VA 10.48 565 Stenscores Ability 4 2 3 4 5 6 7 8 8 10 Mean $0 20Table-16: Norms for 12th Standard GIRLS t 2 3 4 se 7 8 8 w Mean SD Sten Scores CA 02 34 66 78 S40 1142 1348 1546 1748 1920 CA 9.54 3.14 GL OT 1247 1823 24.29 2035 26-40 41-40 4752 5358 5972 CL 9260 10.70 MA 03 450 6 78 Si 12S IS 16 1725 MA 9.46 3.12 Na "02 35 67 BO 10-44 1213 fH16 1718 1920 NA 8.24 271 Pan 09 10-44 15-46 19:23 24.28 2932 33.37 38-41 4246 47-70 PM 26.32 8.58 RA 2 3 4 5 6 7 8 9 10 1142 RA 602 1.98 SA 044 1248 1828 2632 33.39 40.45 47-53 54-60 61-67 6872 SA 3671.12.11 VA = 0345 68 S40 1143 1446 17-40 1921 2224 VA 1045 3.24 aouity 428g to Mean SD Age Range: 16.5-17.5 years, 84 Table-17: Norms for 12th Standard BOYS & GIRLS (Combined) ably 7 2 «8 4 5 6 7 8 $§ 1 Mean 8D StenScores CA 038 4 567) BD 10 M42 13 1445 1620 CA 913 3.01 CL O40 1148 17-21 2220 27-92 3957 38-42 49-48 4059 5472 CL 92221089 MA 04 56 78 940 M1 1243 1445 1647 1849 2024 MA 1198 395 NA 02 5 oT 6 #0 11 12 «1314 1520 NA 862 204 PM 08 942 1346 47-20 24-25 2620 30-33 3437 3841 42-70 PIA 26.11 B28 RA of 2 3 4 5 6 4 e 9 1012 RA 570 1.88 SA 0413. 14-19 2026 2792 39-98 S945 4651 S258 S064 6672 SA 28.85 1282 VA 02 34 86 7H PAO 1142 1344 15-46 1718 1924 VA 10.30 399 ‘Stanscores Abii 1 2 3 4 & 6 7 8 8 Mean SO W=384 ‘Age Range: 16.5-17-5 years, 24Table-18: Norms for College Students MALES aly 1 2 3 4 6 8 7 8 8 0 Mean $0 fA na 48 62 AR IMA Bee CL 044 15-21 2228 2995 35-42 43-49 50-56 S755 8170 mS ‘ acs ae MA oe 19-20 1282 dis 30-44 45.49 60.54 85-70 33.14 4093 3s mf nN 638 230 Table-19: Norms for College Students FEMALES BA DB BA. enthn ADA AR. Hdd JedG dR. GL omg 2297 20.22 2420 4044 4Ec0 S1ES cesTTable-20: Norms for College Students MALES & FEMALES (Combined) aside REY Ability 4 2 3 4 5 6 7 a 9 10 Mean SD StenScores CA 08 7) 88 0 i442 12 1415 19 17-40 1920 CA 12.43 303 CL «ONS 20-25 26-31 32.98 99-44 45-51 EEF BBCS C470 71-72 CL 44.651273 MA OT = 8 SAD 1442 49 1448 16-47 18-49 20 21-25 MA 19.99 3.49 NA 05 67 B S10 14 12 1344 15 1647 1820 NA 1144 285 PM GHG 17-20 21-25 2629 30.33 34.97 3841 42.45 45.50 51-70 PM 33.39 8.34 RA OS 4 5 6 7 - 8 9 70 41-12 RA 7.09 177 ‘SA 022 23-27 26-33 34-39 40-44 45.50 51.55 56.61 6266 B7-72 SA 44.62 11.12 VA 06 78 8 1041 1243 14 1516 18 19 202d VA 1332 9:39 jen scores Ability 1 2 3 4 5 6 7 a 9 10 Mean SD ‘Age Range: 18-22 years, Nests Table-21: Morms for General Adult Population MALES ‘bity 7 2 3 @ 6 6 7 8 9 Mean SD Sten Scores CA 08 «78 9 WIT 1213 14 1516 THe 19 2 CA 13.00 Baz CL 027 28-32 333E IO43 44-48 49-53 5459 60-64 6509 7072 CL 49.05 10.61 MA O10 11 1243 1415 1847 10419 20 2122 2024 25 MA 17.25 384 MA 09 10 «11 1249 4 «15 «16 «17-48 18-20 NA 14.08 254 PM 0-18 19-22 23-27 28-32 9396 37-41 42-45 46-50 51-54 55-70 PM 36.66 9.16 FA 08 4 8 & 7 8 8 10 - 1142 RA 7.29 482 SA 0.27 26-92 32.97 BB-A2 ABA 49.53 5458 50-63 6488 69-12 SA 4n02 1042 VA 09 10-41 1213 14 1546 17 1849 20-21 22 73.24 VA 1692 3.18 ‘Sten Scores abiity 1 2 3 @ 5 6 7 8 9 1 Mean SD Age Renge: 23-30 years, N 23neral Adult Popul ation FEMALES Table-22: Norms for Ge es Mean $b 3 4 5 6 7 an StenScores cA os 9 mai 12 tots 18 ter? 18 18 2 CA 1422 2.85 ch 028 2943 3498 3944 45-49 5054 5560 61-59 6070 7172 ch 49.85 10.64 mA ca 7) a 0 Tet2 13 HE 16 TH 1825 MA Ante Sot mA 05 67 eg «(10 tea 13 wis 16 1748 1020 NA 1220 3.41 PM 040 20.24 25.98 2953 3490 9849 44-48 49.52 5357 SOTO PM 9842 9.80 m oo «4 © 6 @ & & 8 AO U2 PR ee SA 022 2927 2939 34:98 3044 45-49 50-55 56-60 61-66 BIT SA 4421 11.08 VA 07. 89 10-41 1243 1415 16-17 18 19-20 24-22 2324 VA 1520 3.80 fen Saores ss 7 8 8 Mean sD Adult Population MALES & FEMALES Table-23: Norms for Gener (Combined) ably 4020030640 68 UBT UU ‘Mean sD Sten Scores 07 89 10 1142 13 1445 18 1748 19 20 CA 1376 294 C020 2993 24-98 9419 44-49 GOSS 55-59 GOLA 65-60 70-72 CL 49.10 10.27 MA 07 BD W041 12 12614 1646 1718 19 20-21 2225 MA 14.65 3.51 NA 0078-9 HOTT 1249-14 18-46 1748 19 © 20 NA 18.82 3.99 PM 0-18 19.23 24.28 2942 33.87 38.42 43.48 47-51 52-56 57-70 PM 37.84 9.38 PAO 03 4 Tt BT HZ RA 7.30 1.31 SA 028 24-28 29.84 35.40 41-46 47-51 6257 5063 6469 7072 SA 46-11 11.52 VA 07 09 1014 1249 1445 16-17 1849 2021 22:23 24 VA 16.70 3.94 ‘Sten Scores Ability 1 __2__3 4s 6 7 38 92 Mean _sd Age Range: 23-30 yoars, 40ABOUT DBDA (David's Battery of Differential Ab’ Generally, a sten score of 4, 5, 6, or 7 indicates an average level of ability of an individual. Wherees, sten scores of 1, 2, ‘or 3 are typically found in individuals having very poor ability in that area. How- ever, a score of 8, indicates a high ability and skill in that ares. Finally, siens of 9 and 10 are extremely high and ean be Heated as good predictors of success involving that particular ability, The de- scription of these sten scores for each ability are given in 2 tabular form as fol- lowing: VERBAL ABILITY Sten Score Description 1-3 8-10 Below average knovlecige and understanding of words and their use In day to day applications. The subject ie unable {o understand English vocabulary of average : fAvarage ity 10S somewhat vara of the fformation on basic mechanical principles. ‘i lity to understand techni- Extremely high mechanical ability cel semgete of machines, toals, and automotive fecte, oto, col 200 tanks gencerned with machinery, can pe electronic jobs, carpentry, or engineering tech- PSYCHO-MOTOR ABILITY Ston Seore 13 47 Description Below average eye-hand coordination under speeded conditions. Average ability to maintain a fine-musele dexterity in manual tacké. Extremely high psycho-motor ability to perform accu- rately under speeded ‘conditions. Has an excellent fine- muscle dexterity for manuel tasks. Can be successful in assembly line work, drafting, and clerical jobs. 28Sa Waites pert of insta ny phe wf counselling. Modernochooly previda-itivicua! courselling for each sludent with vasnect ta his hsteallosebshsvioursh-Bome~ cha eulléclentamaunt af infor mation when its necessary to make de _gardharine problein wt eonvaetor scherarsnip oF a student, fuvotstrnaroxs previa tticutinotaion Increased emphasis nn arly identification of pasantiqnally aited children henuehLehowe teeemet $6. e8-4e-portiay-she- magnifiide of-the Stoner-for autre verbs THEN ETEUTS, UBUA-K OR suayanapreperarionp ben are ra ‘mesg ofthe test brotleS 10 wriee aadiinnsl ent in iva snerretezhalealpras: the findings, the eubjects are srldam provides shh earrativs waamory.atllsa tact information “The trend-in resent years Bos bee and_more.on computers to score, review, a “Glaw iointarpret test dato a an aid to the profes slanels Inthi=arca.tnanced) witbsbin wane. We Undertook effoitsto design the formal snd specify falion ot an ‘Rote: panes oto nest: fokore foubjecia} ts hava svallabls with them 3 ‘computer produced non-technical, an¢ objective narratise interpretation report of thelr aplitude” tbl Thaseelorpeetive fapante san furthar ho used for adidlizonal-puyposes nal a sessment program, career counselling, and ¢ ieee Yes; along with the occupaiionai opporiuniti avaliable In eachcategory tor eachstudentas per the-uptitidelabiity scores, Thelin inte Wipeatlnaa “Mert GF {he weve DOAK arBIyES TEPUWERE TS neovide tnecguidnncs.anrd.esaooeel sinunion