Psychological Test Report
Tests Administered
NEO-Five Factor Inventory
Sentence Completion Series (Adult Form)
Ways of Coping Inventory
NEO-Five Factor Inventory
The individual scored average ranks in a number of the assessment categories. For the Neuroticism scale there was a total score for this category was a 21, suggesting the individual is in the average range based on comparable female scores. In general, this means that she is "calm and able to deal with stress, but sometimes experience feelings of guilt, anger, and sadness" (Locke, 2013). The individual is most likely not easily stressed to the point of detrimental psychological damage, as she may have coping skills that allow her to deal with her stress in an effective manner. This may mean she takes a calm approach to emotional or stressful situations. Still, the scores suggest she may still have feelings of guilt or empathy, which is a typical human response for a person with an average score in the neuroticism scale. Essentially, the individual is not overly stressed often, but shows typical signs of guilt responses. For the Agreeable scale, the score was 31, suggesting that the individual is again average in this category. Again, she shows average responses, as in her scores for Neuroticism and Openness scales. Thus, it can be assumed that the individual is most likely warm and trusting, agreeable to individuals but with some tendency to be stubborn at times. The individual may have an open heart to trusting others, but she may also tend to be stubborn in her ways in certain aspects. Moreover, she may not be shy in regards to her competitive nature. In the Openness category, the individual scored a 27, which assumes that she is average within this category. Compared to other females, she seems to have an average response to trying new things and being open to trial and error. According to the scale, this infers that the individual is both practical and willing to try new things. Still, this does not mean that she would necessarily throw out her old ways of approaching situations. Within this balanced perspective, the individual may want to blend her old way of approaching tasks and situations with new ways of doing things.
However, the individual did score highly in the extroversion scale. The individual scored a 34, suggesting that she is highly ranked in this category. Her scores are above average in regards to how she views social interactions and her place within social settings. Ultimately, this implies that she is very outgoing and social, being active and extraverted. Assuming the scale is accurate, this makes the individual a very social person who enjoys interpersonal interactions with others. It also suggests that the individual does enjoy the company of others and actually may prefer being in a social setting compared to being alone.
Finally, she scored a 28 in the agreeableness category, suggesting that she is low in this category. This is her first low score in comparison to the other scales. From the scale, it can be inferred that the individual is quite easy-going and laid back, often preferring not to make strict plans to adhere to. She may not need to have the solidification others need when planning or organizing, as she may tend to go along with whatever happens more often than others. Yet, at the same time, the individual may have trouble with a lack of clear organization and what may seem like a careless approach to tasks. A lack of proper planning and organization may be seen in her day-to-day life, as well as more abstract notions of her plans for the future.
Neuroticism
Number
Response
Score
1
A
1
6
N
2
11
A
3
16
D
3
21
D
1
26
A
3
31
A
1
36
D
1
41
D
1
46
N
2
51
N
2
56
D
1
Total
21
Extraversion
2
A
3
7
A
3
12
A
1
17
A
3
22
SA
4
27
D
3
32
A
3
37
A
3
42
D
3
47
A
3
52
SA
4
57
A
1
Total
34
Openness to Experience
3
N
2
8
A
1
13
A
3
18
D
3
23
A
1
28
N
2
33
D
3
38
D
3
43
SD
0
48
D
3
53
A
3
58
A
3
Total Score
27
Agreeableness
4
SA
4
9
D
3
14
D
3
19
D
1
24
N
2
29
N
2
34
D
1
39
D
3
44
SD
4
49
A
3
54
D
Test Tube Babies Huxley opens his novel describing a world that is built around "…the production line of products and services, including human reproduction," writes Coleman Carroll Myron in the book Huxley's Brave New World: Essays. Huxley's narrative has scientists propagating the human species through a process which creates "standardized human beings in an assembly-line, conveyor-belt-like system" (Myron, 2008, p. 12). In his book (p. 7) a young student was "fool enough"
Tests and Measurements The activities of the classrooms are revealed to the learners, instructors and the institutions through administering normalized tests. They encompass gathered knowledge in reading, mathematics, and English for learners starting from kindergarten up to the high school level. Several instructors detest from organizing and evaluating tests and a majority of the students are scared of appearing in them. But tests are potent didactic instruments which provide at the
Simply put, as test taking strategies grow more sophisticated the validity of language tests becomes increasingly threatened, and new test designs are responded to by new strategizing. A lack of cohesion in the approaches used to study test taking strategies and to practically apply knowledge obtained through academic research is also cited as problematic (Cohen, 2006). Without an appropriate way to measure and assess test taking strategies and their impact
Test Anxiety To me, test anxiety is something more than a feeling of mild nervousness or stress when taking a test, which is a normal emotion. For many people, this nervousness can provide a type of inspiration or energy needed to perform well on a test. However, test anxiety is not a normal reaction to a test-taking situation, and goes beyond normal feelings of anticipation. In fact, for many people, test
tests are regularly used nowadays to measure intelligence Alfred Binet and Theodore Simon invented in 1905 what has come to be acknowledged as the first scale. This initial test was aimed at ?identifying children who were mildly or perhaps more seriously retarded? (Mackintosh, 2011, p. 5) by evaluating their performance and delegating specific task sets so as any average child pertaining to a given age group could solve approximately
S. Bibliography Abdal-Haqq, I. (1995, June). Professional standards development: Teacher involvement. Retrieved July 28, 2009, from ERIC Digests - ED383693: http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/13/fd/a6.pdf AIR. (n.d.). Making research relevant. Retrieved July 28, 2009, from Assessment institutes for research (AIR): http://assessment.air.org/default.aspx Downing, S., & Haladyna, T. (2006). Handbook of test development. New York: Routledge. ETS. (2009). Frequently asked questions about standardized tests. Retrieved July 27, 2009, from Educational Testing Service (ETS): http://www.ets.org/portal/site/ets/menuitem.c988ba0e5dd572bada20bc47c3921509/?vgnextoid=312caf5e44df4010VgnVCM10000022f95190RCRD&vgnextchannel=8b0d253b164f4010VgnVCM10000022f95190RCRD#aretestsfair GAO. (2007). No child left behind act. Washington
Our semester plans gives you unlimited, unrestricted access to our entire library of resources —writing tools, guides, example essays, tutorials, class notes, and more.
Get Started Now