PSYCHOMETRIC FAMILY COUNSELLING TUTORIALS FOR ALL
INTERESTED LECTURERS, FATHERS & MOTHERS TO ENTHRONE PEACEFUL NUCLEAR FAMILIES WORLDWIDE.
A Kenezian Lecturer’s Overview
of Psychometrics as a Science
My dear students, please always click on each blue word to get more encyclopaedic
information.
Psychometrics is the field of study concerned with the theory and technique of psychological measurement, which includes the measurement of knowledge, abilities, attitudes, personality traits, and educational measurement. The field is primarily concerned with the construction and validation of measurement instruments such as questionnaires, tests, and personality assessments.
It involves two major research tasks, namely: (i) the construction of instruments and procedures for measurement; and (ii) the development and refinement of theoretical approaches to measurement. Those who practice psychometrics are known as psychometricians. All psychometricians possess a specific psychometric qualification, and while many are clinical psychologists, others work as human resources or learning and development professionals.
THE FOLLOWING IS JUST AN
ELEMENTARY INTRODUCTION TO THE SUBJECT FOR NEOPHYTE STUDENTS BY
Dr Jideofo Kenechukwu Danmbaezue, D.Sc.
CONTENTS AND
SUBHEADINGS
- 1 19th century foundation
- 2 Definition of measurement in
the social sciences
- 3 Instruments and procedures
- 4 Theoretical approaches
- 5 Standards of quality
- 6 Non-human psychometrics:
animals and machines
- 7 See also
- 8 References
- 9 Further reading
- 10 External links
19TH CENTURY FOUNDATION
Psychological testing has come from two streams of thought: one, from
Darwin, Galton, and Cattell on the measurement of individual differences, and
the second, from Herbart, Weber, Fechner, and Wundt and their psychophysical
measurements of a similar construct. The second set of individuals and their
research is what has led to the development of experimental psychology, and
standardized testing.[1]
Victorian stream
Charles
Darwin was the inspiration behind Sir Francis Galton who led to the creation of
psychometrics. In 1859, Charles Darwin published his book "The Origin of Species", which pertained
to individual differences in animals. This book discussed how individual
members in a species differ and how they possess characteristics that are more
adaptive and successful or less adaptive and less successful. Those who are
adaptive and successful are the ones that survive and give way to the next
generation, who would be just as or more adaptive and successful. This idea,
studied previously in animals, led to Galton's interest and study of human
beings and how they differ one from another, and more importantly, how to
measure those differences.Galton wrote a book entitled "Hereditary Genius" about different characteristics that people possess and how those characteristics make them more "fit" than others. Today these differences, such as sensory and motor functioning (reaction time, visual acuity, and physical strength) are important domains of scientific psychology. Much of the early theoretical and applied work in psychometrics was undertaken in an attempt to measure intelligence. Francis Galton, often referred to as "the father of psychometrics," devised and included mental tests among his anthropometric measures. James McKeen Cattell, who is considered a pioneer of psychometrics went on to extend Galton's work. Cattell also coined the term mental test, and is responsible for the research and knowledge which ultimately led to the development of modern tests. (Kaplan & Saccuzzo, 2010)
German stream
The origin of psychometrics also has connections to the related field of psychophysics.
Around the same time that Darwin, Galton, and Cattell were making their
discoveries, J.E. Herbart was also interested in "unlocking
the mysteries of human consciousness" through the scientific method.
(Kaplan & Saccuzzo, 2010) Herbart was responsible for creating mathematical
models of the mind, which were influential in educational practices in years to
come.Following Herbart, E.H. Weber built upon Herbart's work and tried to prove the existence of a psychological threshold saying that a minimum stimulus was necessary to activate a sensory system. After Weber, G.T. Fechner expanded upon the knowledge he gleaned from Herbart and Weber, to devise the law that the strength of a sensation grows as the logarithm of the stimulus intensity. A follower of Weber and Fechner, Wilhelm Wundt is credited with founding the science of psychology. It is Wundt's influence that paved the way for others to develop psychological testing.[1]
20th century
The psychometrician L. L. Thurstone, founder and first president of the
Psychometric Society in 1936, developed and applied a theoretical approach to
measurement referred to as the law of comparative judgment, an
approach that has close connections to the psychophysical theory of Ernst Heinrich Weber and Gustav
Fechner. In addition, Spearman and Thurstone both made important
contributions to the theory and application of factor
analysis, a statistical method developed and used extensively in
psychometrics.[citation needed] In the late
1950s, Leopold Szondi made an historical and
epistemological assessment of the impact of statistical thinking onto
psychology during previous few decades: "in the last decades, the
specifically psychological thinking has been almost completely suppressed and
removed, and replaced by a statistical thinking. Precisely here we see the
cancer of testology and testomania of today."[2]More recently, psychometric theory has been applied in the measurement of personality, attitudes, and beliefs, and academic achievement. Measurement of these unobservable phenomena is difficult, and much of the research and accumulated science in this discipline has been developed in an attempt to properly define and quantify such phenomena. Critics, including practitioners in the physical sciences and social activists, have argued that such definition and quantification is impossibly difficult, and that such measurements are often misused, such as with psychometric personality tests used in employment procedures:
"For example, an
employer wanting someone for a role requiring consistent attention to
repetitive detail will probably not want to give that job to someone who is
very creative and gets bored easily."[3]
Figures who made significant contributions to psychometrics include Karl
Pearson, Henry F. Kaiser, Carl
Brigham, L. L. Thurstone, Georg Rasch,
Eugene
Galanter, Johnson O'Connor, Frederic
M. Lord, Ledyard R Tucker, Arthur Jensen,
and David
Andrich.
Definition of measurement in the social
sciences
The definition of measurement in the social sciences has a long history. A
currently widespread definition, proposed by Stanley Smith Stevens (1946), is that
measurement is "the assignment of numerals to objects or events according
to some rule." This definition was introduced in the paper in which
Stevens proposed four levels of measurement. Although widely
adopted, this definition differs in important respects from the more classical
definition of measurement adopted in the physical sciences, which is that measurement
is the numerical estimation and expression of the magnitude of one quantity
relative to another (Michell, 1997).Indeed, Stevens's definition of measurement was put forward in response to the British Ferguson Committee, whose chair, A. Ferguson, was a physicist. The committee was appointed in 1932 by the British Association for the Advancement of Science to investigate the possibility of quantitatively estimating sensory events. Although its chair and other members were physicists, the committee also included several psychologists. The committee's report highlighted the importance of the definition of measurement. While Stevens's response was to propose a new definition, which has had considerable influence in the field, this was by no means the only response to the report. Another, notably different, response was to accept the classical definition, as reflected in the following statement:
Measurement in psychology
and physics are in no sense different. Physicists can measure when they can
find the operations by which they may meet the necessary criteria;
psychologists have but to do the same. They need not worry about the mysterious
differences between the meaning of measurement in the two sciences. (Reese,
1943, p. 49)
These divergent responses are reflected in alternative approaches to
measurement. For example, methods based on covariance
matrices are typically employed on the premise that numbers, such as raw
scores derived from assessments, are measurements. Such approaches implicitly
entail Stevens's definition of measurement, which requires only that numbers
are assigned according to some rule. The main research task, then, is
generally considered to be the discovery of associations between scores, and of
factors posited to underlie such associations.On the other hand, when measurement models such as the Rasch model are employed, numbers are not assigned based on a rule. Instead, in keeping with Reese's statement above, specific criteria for measurement are stated, and the goal is to construct procedures or operations that provide data that meet the relevant criteria. Measurements are estimated based on the models, and tests are conducted to ascertain whether the relevant criteria have been met.
INSTRUMENTS AND PROCEDURES
The first psychometric instruments were designed to measure the concept of intelligence. The best known historical
approach involved the Stanford-Binet IQ test, developed originally
by the French psychologist Alfred Binet. Intelligence tests are useful tools for
various purposes. An alternative conception of intelligence is that cognitive
capacities within individuals are a manifestation of a general component, or general intelligence factor, as well as
cognitive capacity specific to a given domain.Psychometrics is applied widely in educational assessment to measure abilities in domains such as reading, writing, and mathematics. The main approaches in applying tests in these domains have been Classical Test Theory and the more recent Item Response Theory and Rasch measurement models. These latter approaches permit joint scaling of persons and assessment items, which provides a basis for mapping of developmental continua by allowing descriptions of the skills displayed at various points along a continuum. Such approaches provide powerful information regarding the nature of developmental growth within various domains.
Another major focus in psychometrics has been on personality testing. There have been a range of theoretical approaches to conceptualizing and measuring personality. Some of the better known instruments include the Minnesota Multiphasic Personality Inventory, the Five-Factor Model (or "Big 5") and tools such as Personality and Preference Inventory and the Myers-Briggs Type Indicator.
Attitudes have also been studied extensively using psychometric approaches. A common method in the measurement of attitudes is the use of the Likert scale. An alternative method involves the application of unfolding measurement models, the most general being the Hyperbolic Cosine Model (Andrich & Luo, 1993).
THEORETICAL APPROACHES
Psychometricians have developed a number of different measurement theories.
These include classical test theory (CTT) and item response theory (IRT).[4][5] An
approach which seems mathematically to be similar to IRT but also quite
distinctive, in terms of its origins and features, is represented by the Rasch model
for measurement. The development of the Rasch model, and the broader class of
models to which it belongs, was explicitly founded on requirements of
measurement in the physical sciences.[6]Psychometricians have also developed methods for working with large matrices of correlations and covariances. Techniques in this general tradition include: factor analysis,[7] a method of determining the underlying dimensions of data; multidimensional scaling,[8] a method for finding a simple representation for data with a large number of latent dimensions; and data clustering, an approach to finding objects that are like each other. All these multivariate descriptive methods try to distill large amounts of data into simpler structures. More recently, structural equation modeling[9] and path analysis represent more sophisticated approaches to working with large covariance matrices. These methods allow statistically sophisticated models to be fitted to data and tested to determine if they are adequate fits.
One of the main deficiencies in various factor analyses is a lack of consensus in cutting points for determining the number of latent factors. A usual procedure is to stop factoring when eigenvalues drop below one because the original sphere shrinks. The lack of the cutting points concerns other multivariate methods, also.[citation needed]
Key concepts
Key concepts in classical test theory are reliability and validity. A reliable measure is one that
measures a construct consistently across time, individuals, and situations. A
valid measure is one that measures what it is intended to measure. Reliability
is necessary, but not sufficient, for validity.Both reliability and validity can be assessed statistically. Consistency over repeated measures of the same test can be assessed with the Pearson correlation coefficient, and is often called test-retest reliability.[10] Similarly, the equivalence of different versions of the same measure can be indexed by a Pearson correlation, and is called equivalent forms reliability or a similar term.[10]
Internal consistency, which addresses the homogeneity of a single test form, may be assessed by correlating performance on two halves of a test, which is termed split-half reliability; the value of this Pearson product-moment correlation coefficient for two half-tests is adjusted with the Spearman–Brown prediction formula to correspond to the correlation between two full-length tests.[10] Perhaps the most commonly used index of reliability is Cronbach's α, which is equivalent to the mean of all possible split-half coefficients. Other approaches include the intra-class correlation, which is the ratio of variance of measurements of a given target to the variance of all targets.
There are a number of different forms of validity. Criterion-related validity can be assessed by correlating a measure with a criterion measure known to be valid. When the criterion measure is collected at the same time as the measure being validated the goal is to establish concurrent validity; when the criterion is collected later the goal is to establish predictive validity. A measure has construct validity if it is related to measures of other constructs as required by theory. Content validity is a demonstration that the items of a test are drawn from the domain being measured. In a personnel selection example, test content is based on a defined statement or set of statements of knowledge, skill, ability, or other characteristics obtained from a job analysis.
Item response theory models the relationship between latent traits and responses to test items. Among other advantages, IRT provides a basis for obtaining an estimate of the location of a test-taker on a given latent trait as well as the standard error of measurement of that location. For example, a university student's knowledge of history can be deduced from his or her score on a university test and then be compared reliably with a high school student's knowledge deduced from a less difficult test. Scores derived by classical test theory do not have this characteristic, and assessment of actual ability (rather than ability relative to other test-takers) must be assessed by comparing scores to those of a "norm group" randomly selected from the population. In fact, all measures derived from classical test theory are dependent on the sample tested, while, in principle, those derived from item response theory are not.
Standards of quality
The considerations of validity and reliability typically are viewed as
essential elements for determining the quality of any test. However, professional and
practitioner associations frequently have placed these concerns within broader
contexts when developing standards and making overall judgments about
the quality of any test as a whole within a given context. A consideration of
concern in many applied research settings is whether or not the metric of a
given psychological inventory is meaningful or arbitrary.[11]
Testing standards
In this field, the Standards for
Educational and Psychological Testing[12]
place standards about validity and reliability, along with errors
of measurement and related considerations under the general topic of test
construction, evaluation and documentation. The second major topic covers
standards related to fairness in testing, including fairness in
testing and test use, the rights and responsibilities of test takers, testing
individuals of diverse linguistic
backgrounds, and testing individuals with disabilities.
The third and final major topic covers standards related to testing applications,
including the responsibilities of test users, psychological testing and assessment, educational testing and assessment,
testing in employment
and credentialing, plus testing in program evaluation and public policy.
Evaluation standards
In the field of evaluation, and in particular educational evaluation, the Joint Committee
on Standards for Educational Evaluation[13]
has published three sets of standards for evaluations. The Personnel
Evaluation Standards[14]
was published in 1988, The Program Evaluation Standards (2nd edition)[15]
was published in 1994, and The Student Evaluation Standards[16]
was published in 2003.Each publication presents and elaborates a set of standards for use in a variety of educational settings. The standards provide guidelines for designing, implementing, assessing and improving the identified form of evaluation. [17]Each of the standards has been placed in one of four fundamental categories to promote educational evaluations that are proper, useful, feasible, and accurate. In these sets of standards, validity and reliability considerations are covered under the accuracy topic. For example, the student accuracy standards help ensure that student evaluations will provide sound, accurate, and credible information about student learning and performance.
Non-human psychometrics: animals and
machines
Psychometrics addresses human abilities, attitudes, traits and
educational evolution. Notably, the study of behavior, mental processes and
abilities of non-human animals is usually addressed by comparative psychology, or with a continuum
between non-human animals and the rest of animals by evolutionary psychology. Nonetheless there
are some advocators for a more gradual transition between the approach taken
for humans and the approach taken for (non-human) animals.[18]
[19]
[20]
[21]The evaluation of abilities, traits and learning evolution of machines has been mostly unrelated to the case of humans and non-human animals, with specific approaches in the area of artificial intelligence. A more integrated approach, under the name of universal psychometrics, has also been proposed.[22]
Bibliography
- Andrich, D. & Luo, G. (1993). "A hyperbolic cosine model for
unfolding dichotomous single-stimulus responses". Applied
Psychological Measurement 17 (3): 253–276. doi:10.1177/014662169301700307.
- Michell, J. B (1997). "Quantitative science and the definition of
measurement in psychology". British Journal of Psychology 88 (3):
355–383. doi:10.1111/j.2044-8295.1997.tb02641.x.
- Michell, J. (1999). Measurement
in Psychology. Cambridge: Cambridge University Press.
- Rasch, G. (1960/1980).
Probabilistic models for some intelligence and attainment tests.
Copenhagen, Danish Institute for Educational Research), expanded edition
(1980) with foreword and afterword by B.D. Wright. Chicago: The University
of Chicago Press.
- Reese, T.W. (1943). "The application of the theory of physical
measurement to the measurement of psychological magnitudes, with three
experimental examples". Psychological Monographs 55: 1–89.
- Stevens, S. S. (1946). "On the theory of scales of
measurement". Science 103 (2684): 677–80. doi:10.1126/science.103.2684.677.
PMID 17750512.
- Thurstone, L.L. (1927). "A law of comparative judgement".
Psychological Review 34 (4): 278–286. doi:10.1037/h0070288.
- Thurstone, L.L. (1929). The
Measurement of Psychological Value. In T.V. Smith and W.K. Wright (Eds.),
Essays in Philosophy by Seventeen Doctors of Philosophy of the University
of Chicago. Chicago: Open Court.
- Thurstone, L.L. (1959). The
Measurement of Values. Chicago: The University of Chicago Press.
- http://www.services.unimelb.edu.au/careers/student/interviews/test.html
.Psychometric Assessments University of Melbourne.
- S.F. Blinkhorn (1997). "Past imperfect,
future conditional: fifty years of test theory". Br. J. Math.
Statist. Psychol 50 (2): 175–185. doi:10.1111/j.2044-8317.1997.tb01139.x.
Written on 26/06/2013 23:08:59HOURS GMT
PSYCHOMETRIC LECTURE TO
POSTGRADUATE STUDENTS TWO DECADES AGO AT THE UNIVERSITY OF NIGERIA
Your video for
understanding this lecture is live at:
DR KENEZ LECTURES
TO STUDENTS OF GUIDANCE & COUNSELLING IN TERTIARY INSTITUTIONS
Saturday, June 27, 2015
PSYCHOMETRIC
FAMILY COUNSELLING IN PRACTICE, THE CONCEPTUALISATION, DEVELOPMENT,
STANDARDISATION OD PSYCHOLOGICAL TESTS
PSYCHOMETRICS PROPER IN
KENEZIAN HUMAN MEDICINE / FAMILY RESEARCH PROGRAMMES
PSYCHOLOGY IS UBIQUITOUS AND SO IS MEASUREMENT
AN INTRODUCTION TO PRODUCTION OF STANDARDISED
TESTS FOR ALL PROFESSIONS RELATED TO THE OPTIMUM PROGRESS OF HEALTHY,
SUCCESSFUL AND HAPPY FAMILIES
Dr Jideofo Kenechukwu Danmbaezue here shows new
students what it takes to start using standardised tests using this site;
https://targetjobs.co.uk/careers-advice/psychometric-tests/275677-psychometric-tests-what-they-are-and-why-graduates-need-to-know
PSYCHOMETRIC TESTS: WHAT THEY ARE AND WHY GRADUATES NEED TO KNOW
Psychometric
tests: when they are used | ability tests | aptitude tests | critical thinking and
situational judgement tests | personality tests | 3D simulations | free practice tests | exercise your mind | tips for test days
Many graduate employers use psychometric tests as part of the
selection process for their graduate schemes. Use our quick guide to find out
what to expect, and have a go at some practice tests.
If you apply for a place on a graduate scheme with a big
graduate employer, chances are you’ll be asked to take psychometric tests. They
are often used as a filtering mechanism at an early stage in the recruitment
process.
As with any kind of test, you can improve your performance by
knowing what to expect and by practising. As long as you’ve done some
preparation beforehand, you can approach psychometric tests confident in the
knowledge that you’re as well placed to succeed as anyone else.
Pychometric tests are impersonal, standardised and objective,
and practice tests are readily available. The psychometric test is a level
playing field: employers value them because they are a fair way of comparing
different candidates’ strengths regardless of educational background.
This article will explain what to expect from the different
kinds of tests and which tests are used by some of the most popular graduate
employers. We’ll also give you links to free psychometric tests from some of
the key organisations that devise these assessments for graduate recruiters,
plus tips for preparation and for doing your best on the day.
When you could be
tested in the recruitment process
Psychometric tests may be used at different stages of the
graduate selection process:
After you
submit your online application form.
Alongside a
first interview.
At a later
stage, possibly with a second interview or as part of an assessment centre. You
may be re-tested at this point to confirm the results of earlier tests.
Types of
test; ability, aptitude and personality
Ability tests measure either general
or particular skills, capability and acumen. This category of test can include:
Numerical
tests: assess how well you interpret data, graphs, charts or
statistics. Can test basic arithmetic.
Verbal
reasoning tests: assess how you well you
understand written information and evaluate arguments and statements.
Non-verbal
reasoning tests: assess how well you
follow diagrammatic information or spot patterns. Can check spatial awareness.
Diagrammatic or abstract reasoning tests are sometimes described as inductive reasoning tests.
Logical
reasoning tests: assess how well you
follow through to a conclusion given basic information, or using your current
knowledge or experience. These include deductive reasoning tests,
in which you are given information or rules to apply in order to arrive at an
answer.
You are particularly likely to come up against inductive reasoning tests when applying for engineering, science
and IT roles, including software development jobs and positions that involve
technical design. They tend to consist of multiple choice questions that you
have to complete against the clock. Each question might consist of a series of
simple pictures, each one of which is slightly different. You might then be
asked to choose another picture from a number of options to complete the
series. Try to find out in advance if you are likely to be set an inductive
reasoning test as part of an assessment centre, as this will give you the
chance to seek out examples and practise. Don't panic if you can't complete all
the questions on the day; the test may have been devised so that it is almost
impossible to finish before time is up.
Deductive reasoning tests assess a different type of logical problem solving. Broadly
speaking, inductive reasoning moves from observation of specific instances to
forming a theory that can be used to make predictions. Deductive reasoning
starts with a number of rules and applies them in order to work out what
happens in specific cases. Inductive reasoning can arrive at new solutions
rather than using what is already known to solve a problem, so you can see why
employers who focus on technological innovation are interested in it.
Employers may also run tests to assess your problem-solving
skills or ability to identify mistakes accurately: eg proof-reading or basic
spelling and grammar tests.
Aptitude tests examine your potential
to learn a new skill that is needed to do the job you have applied for. If you
are considering careers in IT you may be asked to complete a programming
aptitude test (this could take the form of a diagrammatic, abstract reasoning
or inductive reasoning test). For other career areas, such as finance, you may
find that numerical and verbal reasoning tests are focused on the kind of
information you would come across in your daily work.
Ability and aptitude tests are usually conducted under timed,
exam conditions. Most involve multiple-choice or true/false answers. They can
be done on paper but increasingly employers use computer-based programs.
The results compare your ability levels to a ‘normal’
expectation for a demographic group chosen by the employer or test provider
(this could be the results of a group of previously successful applicants,
people typical of your level of education, or the general public).
Critical
thinking and situational judgement tests assess candidates’ natural responses to given situations. They
are used in two ways:
To give graduates
the chance to evaluate themselves. Several employers host tests in a quiz or
game format on their websites to enable graduates to see if they would be a
good fit. These tests are usually designed to be fun and appealing, but can be
a wake-up call if you are less well suited to working for that particular
organisation than you think.
As part of
the recruitment process, to gauge how a candidate operates. The test results
may also help the recruiter decide which area of the business the candidate
would suit best.
The best approach is to answer as honestly and calmly as
possible. Candidates should make sure they understand the scenario properly and
only use the information given. Situational judgement and critical thinking
assessments measure suitability rather than ability, so applicants who don't
get through to the next stage of the recruitment process have not failed;
rather, they have succeeded in avoiding a job and employer that would not have
been a good match.
Personality tests assess your typical behaviour when presented with different
situations and your preferred way of going about things. They examine how
likely you are to fit into the role and company culture. Assessors may match
your responses with those of a sample of successful managers or graduate
recruits. Employers look for people with certain characteristics for particular
jobs. For a sales role they may want someone who is very forward, sociable, and
persuasive.
Don't try to second guess what you think the employer wants to
see – personality questionnaires assess consistency in responses. If you’re
right for the job and the employer is right for you, you’ll do fine. If the job
and employer isn’t looking for people with your personality, you’ll make a
lucky escape.
Graduate Talent Simulations were recently introduced by SHL. These are 3D graphics which
visually demonstrate a situation, rather than simply telling you about it. They
are very similar to the video simulations used by other companies. The
difference is that they can be customised and branded to suit a company, so you
may come across them more than once in your graduate job hunt. Talking 3D
people can be a little off-putting at first, so if you think you’re going to be
taking one of these tests, be prepared to listen to what the characters are
saying.
Our employer hubs include in-depth reports on individual
graduate employers that provide information about how to get hired and give
insights about what to expect from the recruitment process.
Free practice tests
online
The best way to approach graduate psychometric tests is to
practise so that you become familiar with the typical formats they take and the
way questions are asked. It will also help you to improve on speed and accuracy
and identify areas in your ability tests that need work. Just make sure you
don’t get over-confident. Doing practice tests can improve your performance to
some degree, but each employer’s tests will be slightly different.
Follow these links for free practice psychometric
tests (not hosted
by targetjobs.co.uk):
Psychometric tests from SHL includes verbal, numerical, inductive
reasoning, accuracy and motivation tests.
Preparation guides for
aptitude tests from
Saville Consulting. Various guides including verbal and numerical reasoning and
comprehension, and diagrammatic and spatial reasoning.
Exercise your mind: do
word and number puzzles
If you have verbal and numerical reasoning tests coming up it’s
good to increase your mental agility and get yourself into the habit of
recognising word and number patterns through some simple activities.
Get
back to the basics of maths: Numerical tests don't
require advanced algebra: revising some GCSE-level maths should provide what
you need. Revise how to read information presented graphically and brush up on
percentages, ratios and probability.
Do
number puzzles: Number puzzles like
Sudoku are good for helping you recognise number patterns.
Add,
subtract, multiply and divide… in your head: When you're at the shops try adding up a few items in your head.
Or at least try to get a good estimate of what your trolley-load will cost.
Think
about meaning: When you read news
stories, think about what statements really mean, and how they could be
interpreted.
Do
word puzzles: Never has there been a
better excuse for frittering away time on the Saturday morning crossword.
Be
aware of commonly misspelt words: Most English grammar books and websites have lists of commonly
misspelt or 'confusable' words, eg 'its' and 'it's', or 'complement' and
'compliment'. Check you are also aware of the English spellings of words such
as liaise, favourite and organise.
Tips for psychometric
tests at assessment centres
Pack everything you might need: glasses or contacts, a hearing aid or an inhaler. You may be
given a calculator and writing tools to complete the test but it doesn't hurt
to take your own kit.
Get a good night’s sleep and leave plenty of time to get to the test centre.
Wear a watch so you can keep track
of the time if there is no clock in the room.
If you have a disability that may affect your performance, contact
the recruitment team before the test day. Giving the recruiters sufficient notice will enable them to make
appropriate arrangements for you.
Listen to instructions and follow them carefully.
If you are given practice examples, make the most of them. You may be given a couple of practice questions to complete
before the test starts. If you don't understand how the test works, or anything
still doesn't make sense, this is your last chance to ask.
Make sure you know the number of questions and how much time is
allowed.
Time left at the end? Use any remaining time to check your answers, but don't be
surprised or downhearted if you don't finish everything. Psychometric tests are
meant to be challenging.
Don’t let the test throw you, and try not to take any notice of
what other candidates say about it. Stay focused, upbeat and ready for the rest of the day.
2013
UPDATE ON A CONCISE CURRICULUM VITAE
OF DR
J. K. DANMBAEZUE a.k.a. REV. PROF. J. J. KENEZ
PERSONAL DATA
Name:
DANMBAEZUE, JIDEOFO KENECHUKWU
Date of Birth: 11th MARCH, 1948
Sex:
MALE, MARRIED WITH 3 CHILDREN
Nationality:
NIGERIAN (of Biafran Extraction)
Home Address: DANIS FAMILY VILLA,
IHIALA
Present Occupation: CONSULTANT CLINICAL PSYCHOLOGIST,
EXISTENTIAL FAMILY THERAPIST & PSYCHOMETRICIAN
Present Address: KENEZ HEALTH KLINIK
C 82 Federal Housing Estates,
Phone;
08039097614
or 08104414689, ENUGU
EDUCATIONAL QUALIFICATIONS
1983-1993
D. Sc. in PSYCHOMETRICS, (abbrev: D. Psych) African College of Research Scientists Addis Ababa
1979-1982
M. Sc. in CLINICAL PSYCHOLOGY / MENTAL HEALTH, from the School of Medicine Benin
by a 36-month course work and research dissertation.
1972-1975
B. Sc. (Honours) in PSYCHOLOGY, 2nd Class Upper Division, University Of Lagos
1968-1970
B. A. (Honours) in PHILOSOPHY, 2nd Class Lower Division, Bigard
Memorial Seminary, Enugu Urbana University Rome , Italy
ACADEMIC HONOURS
1.
FACRS Fellow & Senior Research Consultant of African College
2.
Citation of Honour as first Postgraduate Medical Student produced by the School
of Medicine, College of Medical Sciences, Ugbowo Campus, University of
Benin, Nigeria in the 1982 Convocation.
3.
Ph.D. Scholarship Award (Psychology), by Anambra State Nigeria
4. Pass Junior Staff College
Best Officer Award in Public Speech and Drills, Nigerian Air
Force Base, Kaduna
5. Best
Thesis Award Recipient of the Department of Psychology, University of Lagos
PROFESSIONAL EXPERIENCE
1989 - date
Medical Director; KENEZ HEALTH KLINIK, HAPPY FAMILY NETWORK
INTERNATIONAL, ENUGU
1990 – date
Director of Programmes; HAFANI RESEARCH CONSORTIUM, a CBO Health
Outfit.
1986-1988
Sports Adviser to Military Governor/ Rangers Football Club,
Govt. House, Enugu
1985- 1986
Principal Clinical Psychologist, State Education Commission
Headquarters, Enugu
1983-1985
Clinical Psychologist acting as Zonal Guidance Counsellor,
S.E.C, Abakaliki Zone.
1976-1979
Substantive FLT LT (NAF 759) rtd., NAF Hospital Kaduna
1975-1976
NYSC at Dept. of Psychiatry, U.C.H. Ibadan & at Lambo’s Aro
Village System, Abeokuta
CREATIVE OUT-PUT / PSYCHOLOGICAL TESTS
EDUCATION :
i. Teenage Health Inventory (1983) for new
entrants to Junior Secondary
Schools.
ii
Career Preference Scale (JSS. Version, 1985) for JSS. 3 Students for
SSS.
iii
Career Preference Scale (SSS. Version, 1987) for SSS. 3 Students
for JAMB.
FAMILY:
i Marriage Compatibility Scale (1991)
for Prospective Marriage
Partners.
ii
Engaged Couples Inventory (1992) for Pre-marital Counselling of
Couples.
iii Marital
Adjustment Profile (1993) for Therapeutic Services to Families.
BUSINESS:
i Religious Fanaticism Scale (1981) for
Pre-Employment Interviews in
Industries.
ii Executive Personality Scale (1989) for
Recruitment of Senior Staff
Personnel.
iii Business Evaluation Test (1999) for
Periodical Assessment of Corporate Bodies.
FAMILY THERAPEUTICS:
i Family Needs Inventory (1995), for Diagnoses
of Problems in Families
ii Family Stability Scale (1996), for
Socio-Economic and Emotional Stress.
iii Marital Crises Index (1997) for
Micro-Diagnostic Evaluation of Couples.
+ HUMAN MEDICINE:
i Psychoneurotic Personality Inventory (2000)
for Assessment of Existential
Neuroses.
ii HIV/AIDS Management Inventory (2001) for a
Therapeutic Regimen of
PLWA.
iii SARS Prophylactic Inventory (2003) for a
Preventive fight against the new epidemic.
(+ These are on-going research projects with
colleagues at College of Medicine Enugu
BOOKS:
i The Triads of Life, Existential
Treatise on Igbo World-View, B. Phil Thesis, Rome
ii The Search for Sanity in Igbo land, a
Bachelor’s degree thesis, University of Lagos
iii Personal Adjustment and Religion, a
Master’s dissertation, University of Benin
iv Psychometrics in Family
Therapeutics, a Doctoral dissertation, Addis Ababa
v Am I Qualified For Marriage, Volume I ,
HAFANI Lectures on marriage for the youth,
(1995)
vi Family Counselling –a Psychometric
Approach, a scientific manual for professionals
(1995)
vii Angelic Verses: Vol. 1 -The Genesis of
Human Frailty, a theosophical analysis (2006)
viii Angelic Verses: Vol. 2 -The
Aetiology of Ethnocentrism, a critique of racism (in press)
JOURNAL ARTICLES:
a. 10 Theosophical Treatises of Existentialism
in International
Magazines.
b. 12 Career/Guidance Counselling Lectures
delivered at National Conferences.
c. 15 Scientific Research Papers in
Psychotherapy and Community Medicine.
REFEREES:
i Onowu Dr. C. A. Ezike, Chief Medical
Consultant of HAFANI,
chrisezike@yahoo.com
ii Prof A. C. J. Ezeoke, Emeritus Professor of
Chemical Pathology,
alexius@yahoo.com
iii Professor A.C Mundy-Castle, H.O.D,
University of Lagos, acmundycastle@yahoo.com
KENEZIAN PHILOSOPHY OF LIFE
“A well-known speaker started off his seminar
by holding up a $20 bill. In the room of 200, he asked, "Who would like
this $20 bill?" Hands started going up. He said, "I am going to give
this $20 to one of you but first, let me do this”. He proceeded to crumple the
dollar bill up. He then asked, "Who still wants it?" Still the hands
were up in the air. "Well," he replied, "what if I do
this?" And he dropped it on the ground and started to grind it into the
floor with his shoe. He picked it up, now all crumpled and dirty. "Now who
still wants it?" Still the hands went into the air. "My friends, you
have all learned a very valuable lesson. No matter what I did to the money, you
still wanted it because it did not decrease in value. It was still worth $20.
Many times in our lives, we are dropped, crumpled and grounded into the dirt by
the decisions we make and the circumstances that come our way. We feel as
though we are worthless. But no matter what has happened or what will happen,
you will never lose your value in God's eyes. To Him, dirty or clean, crumpled
or finely creased, you are still priceless to Him.” That is ISM or KENEZIANISM
in practice! I hope you cherish these words of wisdom of an
Unknown Author! You are welcome to “Let us reason together” as Isaiah, the
prophet invited his kinsmen many centuries ago or sit on the fence and die
unenlightened by genuine Aristotelian-Kantian combine of deductive and
inductive logic, aided by current fund of science knowledge and enquiry to
unravel the fables and legends that are now labelled as theology! There is
nothing theological about an accumulation of guesswork done by primitive men!
They are simply a collection of puerile belief in man-made doctrines, dogmas
and rituals that is steadily pushing the humane race to annihilation. Here, I
rest my objective of penning this protracted but comprehensive diatribe. Call
it heresy, if you like. I do not care a dime. Truth is supreme! Truth is Life,
my people declare!
Revolutionary Professor Jude Jideofo Kenez,
(D. Sc. In Psychometrics),
The Humble Vessel of the Holy Spirit of the
Creator of the Entire Universe.
Phone: 08039097614, 08104414689
THE ORIGINS OF KENEZ PSYCHOLOGICAL RESEARCH
FOUNDATION
Abbreviated; KPRF is the engine room of the
parent organization
Kenez International Humanitarian Organizations Linkage; KIHOL,
was conceptualised as an answer to the dearth of indigenous psychological tests
in the African continent. It is the brainchild of an ambitious undergraduate on
the end of session vacation job in 1973/74 at the government-owned Neuro-psychiatricHospital, Aba I. Q” in the Reader’s Digest, a popular magazine he found in the
OPD Waiting Room. He was familiar with the British publication since his higher
school years, 1966-1967, at Christ the King College Onitsha
He refuted the validity of the assessment tool noting its
ethnocentric bias in both the cultural artefacts used in its construction and
the peculiar anglicised phraseology used in its verbal and non-verbal test
items. He went home determined to rectify the identified anomalies
by modifying those areas he saw as skewed assessment items. He christened his
indigenous revision; “A Cultural Adaptation of I.Q. Tests”.
This revolutionary impetus lasted another academic session as
the young man asked so many questions on the issue and demanded veritable
answers from his lecturers at the Department of Psychology, University of Lagos Lagos , Nigeria I. Q” in the Reader’s Digest. One of his lecturers; Dr Delores E.
Mack an American Clinical Psychologist; fell in love with him for this feat!
This acted as the motivation the lad needed to forage into the theories and
practices of psychological testing. He spent hours at the university library.
The developmental skill suffered a setback as examinations that
were more serious faced the young researcher during his final year. He however
picked up and dusted his notebook on the topic during his National Youth
Service Corps year at the Department of Psychiatry, University College Hospital Ibadan Kano Kaduna
After earning a Master’s degree in Clinical Psychology in 1982
and a Doctorate degree in Psychometrics in 1993, he intensified creative
research into how to increase the production of scales, inventories and tests
to arrest the dearth of indigenous assessment tools for educational,
counselling and medical purposes in Africa. Today after half a century, the
same research enthusiast can boast of fifteen well developed, truly validated
and internationally standardised psychological tests covering areas in teenage
guidance & career counselling, psychological medicine, educational
psychology and family counselling/therapy.
THE
LIST RUNS THUS:
1.
A Cultural Adaptation of I.Q. Tests, 1974 – 1978.
2.
Religious Fanaticism Scale, 1979 – 1982.
3.
Teenage Health Questionnaire, 1982 –1985.
4.
Career Preference Scale, JSS Version, 1985 –1987.
5.
Career Preference Scale, SSS Version, 1987 – 1989.
6.
Marriage Compatibility Scale, Kenez-Macos, 1984 – 1991.
7.
Engaged Couples Inventory, Kenez-Encoven, 1990 – 1992.
8.
Marital Adjustment Profile, Kenez-Mapro, 1984 – 1993.
9.
Executive Personality Scale, Kenez-Expers, 1991 – 1995.
10.
Business Evaluation Tests, Kenez-Buset, 1991 –1995.
11.
Family Needs Inventory, Kenez-Faneeven, 1993 – 1995.
12.
Family Stability Scale, Kenez-Fastabs, 1993 – 1996.
13.
Marital Crises Index, Kenez-Macridex, 1993 – 1997.
14.
HIV/AIDS Management Inventory, Hiv-Manaven, 2001 – 2003.
15.
Child Health Assessment Inventory, Dioona-Chaven, 2006 - ?
BOOKS AWAITING SPONSORSHIP FOR
PUBLICATION
1.
THE TRIADS OF LIFE, Existential Treatise on Igbo World-View, B. Phil Thesis, Rome
2.
THE SEARCH FOR SANITY IN IGBOLAND, Bachelor’s Thesis, University of Lagos
3.
PERSONAL ADJUSTMENT AND RELIGION, Master’s dissertation, University of Benin
4.
PSYCHOMETRICS IN FAMILY THERAPEUTICS, Doctoral dissertation, Addis Ababa
5.
EXISTENTIAL NEUROSES IN CHRISTENDOM, Evident Depersonalisation Syndromes
(1995)
6.
ANGELIC VERSES 1, The Genesis of Human Frailty, Theosophical Treatiseon
Creation (1997)
7.
ANGELIC VERSES 2, The Aetiology of Ethnocentrism, Psychoanalytic View of Racism
(1999)
8.
ANGELIC VERSES 3, Obedience to Natural Laws, Existential Therapy for
Fanaticism (2001)
9.
HIV-AIDS MANAGEMENT INVENTORY, A Psychometric Alternative for Elisa Test
(2003)
10. BEWARE OF
PROSPERITY GOSPEL PREACHERS, A Critique of Greedy Evangelists (2003)
11. HAFANI’s
ALTERNATIVE MANAGEMENT STRATEGIES, A Medical Handbook (2005)
12. ETHICS IN
REPRODUCTIVE MEDICINE, Advocacy for Curtailing Voluntary Abortions (2006)
13. RESPONSIBLE
PARENTHOOD, The Roles and Duties of Couples in the Computer Age (2007)
14. PSYCHOMETRIC
FAMILY COUNSELLING, The Global Village Modality for Mate Selection (2007)
15. CONCISE HISTORY OF
THE DEVELOPMENT OF RELIGION, A survey of Man-made Rituals
16. EVERY RELIGION IS
SUPERSTITUTION APPROVED BY A COMMUNITY, The Truth is Life Series
SOME
OF THE CURRENT SCIENTIFIC & THEOSOPHICAL POWERPOINT PRESENTATIONS
A. James, addresses the
wealthy 20 slides of 290 kb
•
B. 2003 initial research results of
hafani, 10 sides of 343 kb
C. A global campaign to halt hiv in the
youth, 12 slides of 804 kb
•
D. A kenezian medical ethics for
physicians, 21
slides of 634 kb •
E. The longest & most pewerful chapter
in n.t., 14 slides of 231 kb
•
F. Opportunites for neuroaids
research,
20
slides of 618 kb •
G. Alternative strategies for hiv in
africa, 32
slides of 770 kb
•
H. Cain & abel sons of adam?- .no says dr
kenez, 25 slides of 1.06 mb
•
I. This is how all of came into this
world
12 slides of 997 kb
•
J. 2006 results of hafani research consortium
45 slides of 1.01 mb
•
K. Greatest revelation of jesus, the
chrst
23 slides of 801 kb •
L. Pioneering researches in west
africa
25
slides of 674 kb •
M. 2007 search for alternative hiv-aids
drugs 21 slides of 918 kb
•
N. Presentation by our hafani
consortium
45 slides of 1.30mb
•
O. What it takes the serve god, the
creator 24 slides
of 1.09 mb •
P. Blazing the trail for modern researches
62 slides of 1.79 mb
•
Q. Pharmacopeia of our research
consortium 22 slides of 2.09 mb
Rev. Prof. Jideofo J. Kenez, D. Sc.,
Vessel of the Holy Spirit of the Creator of the Universe.
BRIEFS ON THE GENESIS OF KENEZIANISM
The theory and practice of Kenezianism started in 1970, at the
end of the civil war when its originator Major Kenechukwu Nzeogwu Mbaezue; BA/
6532, of the Degema Strike Force, 12th Commando Brigade, Biafra, returned from
the war front! He felt shattered by the outcome of the fratricidal debacle of
three years. “Why did we lose the war of survival? Should Nigeria Mecca
That gave him enough time to reflect on some existential
questions about all he had learnt from the Christian missionaries that moulded
his early life in the junior and senior seminaries. There arose the need for
him to re-evaluate his belief system, moderate his scrupulous orientation to
social life and thereafter, formulate a realistic code of conduct that could
guarantee his survival in the conflicting world of the Nigerian society he
found himself trapped in! He lived as a war captive for the next 30 years!
Within this period, he fully practised the introverted meditative lifestyle of
Viktor Frankl or that detached life of a research scientist reminiscent of the
great Austrian monk geneticist, MacGregor Mendel.
He earned a total of four university degrees that spanned a
period of 15 years, with breaks here and there to assist his eight younger
brothers and sisters, siblings of the same humble family of a school
teacher/catechist! To achieve this, he again joined the armed forces of the
nation he lived as an exile, the fallout of which was that he neatly sandwiched
a military diploma, pjsc, from the Nigerian Air Force in between the four
degrees!
CURRENT STATUS IN OUR DIGITALISED GLOBAL
VILLAGE;
Today I Have 29 Websites With 597 Diatribes, Scientific Papers,
Dissertations, 37 Power Points In The Internet, Covering Modern Theosophy,
Social Ethics, Human Medicine, Research Psychometrics and Existential
Psychotherapy. I Am a Humble Vessel of the Holy Spirit of the Almighty Creator
of the Entire Universe and so I Owe God My Divine and Human Achievement &
Eternal Gratitude For Surviving So Far!
OR
SEE
FOR MORE RESEARCH DETAILS AND INTERDISCIPLINARY DEFINITION OF HEALTH IN GERMAN, ENGLISH, FRENCH, SPANISH AND CHINESE LANGUAGES ... , GO TO THIS MY COMPREHENSIVE WEBSITE
https://sites.google.com/site/kenezhealthklinik/home
BY NOW YOU ALL MUST SURF THE
INTERNET AS THIS PROFESSOR TEACHES WITH PRACTICE. IF YOU ARE NOT COMPUTER
LITERATE AND KNOW THE STANDARD KEYBOARD, YOU MAY START NOW ACQUIRING THE
SKILLS. IT WILL MAXXXIMISE YOUR EMPLOYABILITY
Your video for
understanding this lecture is live at:
Dr Jideofo
Kenechukwu Danmbaezue
agunabu1948@gmail.com
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