Bhatia’s Battery of Performance Intelligence Test

Intelligence can be defined as the global capacity of an individual to act purposefully,

think rationally and to deal effectively with their environment (Wechsler, 1939). Intelligence can

be measured through testing such as the Intelligence Quotient (IQ) test, which attempts to

quantify several aspects of intelligence.

Performance Tests

Measuring intelligence using non-verbal tasks which resemble games and puzzles were

termed performance tests (Boake, 2002). The necessity for non-verbal measures of intelligence

was recognised by clinicians evaluating clients with limited English proficiency, such as those

who had hearing impairment, was foreign-born, had insufficient education, or had no formal

education. In 1911, Healy and Fernald developed a group of practical tests for use with juvenile

delinquents. For example, the Pictorial Completion Tests consisted of picture boards of

childhood scenes with empty spaces designed to be filled by different picture elements. The

subject has to select elements that complete the picture most appropriately (e.g., placing a ball in

the hand of a boy throwing something). The Ellis Island program in New York, U.S., in the late

early 90s involved physicians screening many arriving immigrants for mental and physical

disorders. To overcome the language barrier posed by tests like the Binet-Simon scale, Knox

assembled a range of performance tests for determining the intelligence of the immigrants. Two

tests from this program that is still in use today are the feature profile test and the cube imitation

test (Boake, 2002).

Other performance test batteries started to emerge. The Pintner-Paterson Performance

Scale was developed to assess the intelligence of hearing-impaired schoolchildren. The Army

Performance Scale was designed for recruits who performed poorly on the Army group
examinations or were not proficient in English. Wechsler incorporated verbal and performance

tests into the same scale and developed the Wechsler-Bellevue scale. He claimed that

performance tests might be more sensitive to temperamental and personality factors such as the

subject’s interest in doing the task set, persistence, and desire to succeed. He further revised this

scale and developed the Wechsler Adult Intelligence Scale (WAIS) and the Wechsler Intelligence

Scale for Children (WISC) (Boake, 2002). The WAIS-R was standardised by Prabha

Ramalingaswamy in 1974 for the Indian population and made adapted into the Wechsler Adult

Performance Intelligence Scale (WAPIS). It consists of only the performance part of WAIS,

namely, Picture Completion, Picture Arrangement, Block Design, Digit Symbol and Object

Assembly (Sharma & Sharma, 2016).

Bhatia’s Battery of Performance Intelligence Test

Bhatia’s Battery of Performance Tests of Intelligence, also known as Bhatia’s intelligence

test or Bhatia’s battery, is a popular intelligence test in India. It was developed by C. M Bhatia in

1955. It is a norm-referenced test which is applicable to the age group of 11-16 years.

The battery of tests consists of 5 subtests, namely Koh’s Block Design (BD), Alexander’s

Pass-along (PA), Pattern Drawing (PD), Picture Construction (PC) and Immediate memory (IM)

Tests. The scores on these tests are used to calculate an individual’s overall Intelligence Quotient

(IQ). The scores on the four performance tests (BD, PA, PD and PC) give the Performance

Quotient (PQ) (Roopesh, 2020).

Koh’s Block Design Test

It was originally developed by Koh in 1920 to measure IQ. The subject is required to

replicate patterns displayed on a series of test cards using 16 different coloured cubes. The cube

has each side a single colour or two colours divided by a diagonal line. The difficulty of the
patterns increases progressively. There are a total of 10 patterns, with a time limit for replication.

For designs 1-5, it's 2 minutes, and for designs 6-10, it's 3 minutes each. Based on the time taken

and the complexity of the design, scores are assigned. The maximum possible score is 25. It can

measure abstract reasoning, motor skills and problem-solving. This test has been used in

measuring executive functioning and learning (Miller et al., 2009; Rozencwajg & Corroyer,

2001).

Pass-along Test

W.P. Alexander created this test originally in 1937. In Bhatia’s battery, all eight patterns

of the original test are included. The test consists of red and blue coloured blocks. The subject

has to arrange the blocks according to the cad shown. The time limit for the first four is 2

minutes, and for the remaining four, it is 3 minutes. The maximum possible score is 20. This test

can be used to measure one’s practical ability, such as using equipment, tools or technology

requiring guidance force or moment. It measures one’s ability to learn and apply knowledge to

novel situations (Talukdar & Talukdar, 2013).

Pattern Drawing Test

This subtest has eight cards with different patterns of increasing difficulty from first to

eighth. The subject has to draw the pattern as shown on the card without going over a line and

without lifting up their pencil. The time limit for the first four cards is 2 minutes, and for the

remaining four cards, it is 3 minutes. The maximum possible score is 20. The pattern drawing

test measures spatial ability, which is the capacity of an individual to understand and remember

the spatial relations among objects (Keogh, 1970).

Immediate Memory Test

This subtest includes two parts, namely, the digit span forward and the digit span

backward. The subject has to repeat the numbers that the examiner says aloud. In each trial, the

number of digits increases progressively. In digit span forward, the test is continued until the

participant successfully repeats it in the same order. There are eight sets of digit series, which

start from 2 digits and increases to nine digits. In digit backward, the subject has to repeat the

numbers in reverse order. Here, there are five sets of digit series, which start from 2 digits and

increase to 6 digits. As long as the person can successfully repeat the sequence, the trials are

continued. The maximum score possible is 9 for digit forward and 6 for digit backward. The

maximum possible score is 15. This test is used in the clinical setting to measure short-term

memory. It can also measure factors like attention and anxiety. When the subject is not alert or is

anxious, it may impair performance (Kaplan & Saccuzzo, 2009).

Picture Construction Test

In this subtest, the subject must put pieces of pictures together to make a complete

picture. The number of pieces varies for each trial. There are a total of 5 picture sets. The time

limit for the first two pictures is 2 minutes, and for the remaining three pictures, it is 3 minutes.

The maximum possible score is 15. The picture construction test is used to measure spatial

ability as well as the ability to plan and draw social inferences from previous experiences

(Kaplan & Saccuzzo, 2009).

Norms

The norms for Bhatia’s battery have been developed for boys the age of 11 and 16 years.

Later, norms for girls were also developed. This performance test was standardised on a sample

of 1154 children.
Reliability

The reliability coefficient using the split-half method was 0.84. The test has a good

reliability value.

Validity

The validity coefficients were obtained using the teacher’s opinion for literates as 0.70

and the general opinion for illiterates as 0.72.

Applications

Bhatia’s battery was used as a measure to find an association between cognitive functions

and depression (Sharma et al., 1984). The results of the study revealed there is a direct

relationship between the severity of depression and cognitive dysfunction. Similarly, the test was

used to measure cognitive dysfunction in individuals diagnosed with schizophrenia and mania

(Panda et al., 1989). Bhatia’s battery, along with tests like Raven’s Progressive Matrices,

Rorschach and TAT was used to find the salient psycho-social aspects of juvenile delinquency

(Rao & Sen, 1979).

Psychodiagnostic Report

Name: R.P

Age: 21 years

Gender: Female

DOB: 15/08/2001

Education: B.Sc Psychology

Referred by: Self-referred

Presenting Concerns: NIL

Test Administered: Bhatia’s battery of performance tests of intelligence

Purpose of Testing

To measure and understand the subject’s intellectual capacity in performance tests.

Language Tested In: English

Duration: 30 minutes

Number of Sessions: One

Behavioural Observation

The subject finished Koh’s Block Design test without difficulties or failures. In the

Pass-along test, the subject succeeded in all trials except the last one. The block material did not

move smoothly and got stuck a few times, but still, they persevered and tried to finish it. In the

Pattern Drawing test, the subject seemed to show frustration because they failed multiple times

just before completing the last line of the pattern in the last two trials. The subject performed the

other tests in a calm and composed manner.

Test Results

Table 1

The Score of the Subtests, Total Raw Score and IQ of the Subject in Bhatia’s Battery

Subtest Raw Score

Koh’s Block Design Test 22

Pass-along Test 16

Pattern Drawing Test 10

Immediate Memory Test 12

Picture Construction Test 12

Total Raw Score 72

IQ 125
Discussion

From Table 1, it can be seen that the subject has got scores closer to the maximum scores

possible on the all subtests except the Pattern Drawing test. The subject scored only 3 points

lesser than the maximum scores in the Block Design test, Immediate Memory test and Picture

Completion test and 4 points lesser in the Pass-along test. The subject has scored a total of 72

which corresponds to an IQ of 125.

Having scored well in Koh’s Block Design test could indicate that the subject has good

executive functioning, problem-solving skills, motor skills and abstract reasoning. The subject

succeeded in all the trials with ease. This could mean they have good accuracy and perceptual

speed in finding relationships between a group of shapes and patterns (Miller et al., 2009). The

subject has also scored high in the Immediate Memory and Picture Completion tests, which

could indicate that the subject has good short-term memory and a reasonable spatial ability to

understand and complete the spatial relations and the social contexts in the pictures.

The Subject has scored fairly high on the Pass-along test. During this test, despite some

problems with the instrument, the subject persevered and succeeded in 7 out of 8 trials. This

could mean that the subject has good practical ability in handling equipment, tools or technology

requiring guidance force or moment. The subject could be excellent in applying their existing

knowledge to practical day-to-day activities (Talukdar & Talukdar, 2013).

In the Pattern Drawing test, the subject scored comparatively lesser than the remaining

subtests. While drawing the patterns, they seemed to get frustrated because they were not able to

complete a few patterns within the time limit. The subject failed in their last two trials because

they could not complete the last line of the pattern. Since they could almost complete the

patterns, they could have average spatial organisation skills. The subject showed frustration
while performing this subtest which could have influenced the performance in the subsequent

trials. According to research, poor emotional regulation can lead to poor performance in the task

at hand and disrupt problem-solving ability (Rath et al., 2004).

Since they have good abstract reasoning, problem-solving, spatial reasoning and

short-term memory, the subject could be very good at initiating activities and creative resolutions

of problems and may perform well in management positions.

Interpretation

From Table 1, it can be observed that the subject has scored an IQ of 125, which indicates

the subject has a superior level of intelligence. The subject may be a person who is adaptable and

ready to explore new things (openness to new experiences) and try to solve problems in different

ways (Furnham & Cheng, 2016). They tend to be curious and open-minded. According to

research, people with high or superior intelligence tend to spend more time alone. They might be

less satisfied when they spend more time socialising with friends (Li & Kanazawa, 2016).

The subject’s superior intelligence might predict their success in higher education and

future career because intelligence and achievement seem to be closely related. Research shows

there is a significant positive relationship between non-verbal intelligence and academic

achievement (Bouchefra et al., 2022).

Final Impression and Recommendations

The subject has performed well in all the subtests of Bhatia’s battery. They have superior

levels of intelligence. The subject can improve their visuospatial skills by solving puzzles,

mazes, point-of-view exercises, or using 3D models (Logsdon, 2022). They can practice

meditation and mindfulness to enhance their concentration and emotion control. Emotional

self-regulation interventions could be given to enhance problem-solving skills by improving

problems with emotional over-reactions, cognitive distortions and misattributions (Rath et al.

2004).

Summary

R.P, a 21-year-old female, was administered the Bhatia’s Battery of

Performance Intelligence Test to measure their IQ and understand intellectual capacities. Their

IQ is 125, which indicates a superior level of intelligence. They seem to have good executive

functioning, problem-solving, abstract reasoning and practical skills. They have reasonable

visuospatial reasoning ability. They seemed to get frustrated in a few trials of the test. The

subject can practice solving puzzles and 3D models to improve their spatial reasoning. They can

practice meditation to increase their concentration and emotion control. Further, they can take up

emotional self-regulation training to improve emotional over-reactions, which could further

enhance their problem-solving ability.

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