Bhatia's Battery of Performance Test of Intelligence

Methodology

Aim

To assess the intelligence of the subject by administering Bhatia’s Battery of Performance

Test of Intelligence.

Plan

To administer each sub-test according to the instructions, to score the performance and to
convert the raw score into I.Q.

Materials

1. Bhatia’s Battery of Performance Test of Intelligence

2. Answer Sheet/Data Sheet
3. Instruction Manual with Norms
4. Stop Clock
5. Writing Materials

Procedure

Setting up and arrangement

The participant is seated comfortably and rapport is established. Before conducting, the
assessment kindly checks that the tools are arranged in the correct sequence. All tests should
follow the same pattern as instructed in the manual. It is ensured that the testing environment
is free from distractions and adequate lighting is provided. After the detailed instructions and
queries, if any, the participant is asked to start the test. Kindly check with the participant that
the instructions are clear about the tests.

Process

1. Koh’s Block Design Test

Make the subject sit comfortably and build a rapport. From the ten different designs, the first
card and four cubes are placed before the subject. The subject is given a chance to touch and
examine the cubes. All the cubes are alike, with four sides having single colors – blue,
yellow, red, and white. The fifth side is painted half blue and half yellow and the sixth side,
half red and half white. Demonstrate how the first design is made. Once the instructions are
clear, jumble the blocks to begin the test. Give the ‘start’ signal to the subject as you start the
stopwatch to monitor the time. Within the allotted two minutes, note down the total time
taken by the subject to complete the task. Continue with the rest of the designs in a similar
way and note down the time for each task.

Design Number: 01 02 03 04 05 06 07 08 09 10

Number of Cubes given: 04 04 04 04 04 09 09 16 16 16

Time Allotted (in minutes): 02 02 02 02 02 03 03 03 03 03

If the subject fails to complete a particular task, the experimenter demonstrates it. The subject
cannot make another attempt at the failed task but can go to the next task. The test is stopped
once the subject fails twice in succession.

2. Alexander’s Pass along Test

With different patterns of blue and red blocks there are eight cards in this test. The
experimenter demonstrates with the first design. He shows how to bring the blue blocks to the
blue end and red blocks to the red end by sliding them and not lifting any of the block. After
the demonstration, the blue blocks are placed at the red end and red blocks at the blue end.
The subject is given a ‘start’ signal and the stop clock is started simultaneously. A total of 2
minutes is allotted to complete the task; if the subject completes the task within two minutes,
note down the exact time taken to complete the task. Same procedure is followed for each of
the designs. The exact time allotted for each task is given in the below table.

Design Number 01 02 03 04 05 06 07 08

Time Allotted (in minutes) 02 02 02 03 03 03 03 03

If the subject fails in any particular task, demonstrate the correct way of sliding the blocks but
the subject cannot make another attempt. When the subject score records tally to two
consecutive failures, stop the experiment.

3. Pattern Drawing Test

There are eight geometrical patterns of increasing difficulty. The first card is given to the
subject and he is asked to draw the geometrical pattern without lifting the pencil or over-
drawing. After the first design is demonstrated with clear instructions, the ‘start’ signal is
given to the subject to complete the task within two minutes. Similarly, the subject expected
to complete the remaining tasks. The total time allotted for each task is mentioned in the
table.

Pattern Number 01 02 03 04 05 06 07 08

Time Allotted (in minutes) 02 02 02 02 03 03 03 03

Like in the previous tests, if the subject fails, the experimenter demonstrates the solution but
the subject is not allowed to retry. Stop the experiment after two continuous failures.

4. Immediate Memory Test

There are two sub-tests.

a). Direct Order. Here, the experimenter reads units of three digits and the subject is asked to
repeat the digits orally in the same order. The digits range from three to nine with each span
consisting of three units. Stop the test if the subject fails in all the three units of a span.
Consider the successful recall of units by the subject as a score.

b). Reverse Order. The same procedure like in the previous task is followed. But the subject
has to recall the digits in reverse order here. There, the span of digits varies from three to six
with three units in each of them. If the subject fails in all three units of a particular span, the
subtest is stopped.

5. Picture Construction Test

There are five subtests here. Each sub-test has different cut parts of a picture placed in front
of the subject. He has to rearrange to form a complete picture. The first task is demonstrated
by the experimenter. Once the instructions are clear, the subject starts with a ‘start’ signal.
The time is checked simultaneously with the help of a stopwatch. The exact time taken is
noted down if the subject completes the task within two minutes. The time for each subtest is
given in the table below.

Pattern Number 01 02 03 04 05

Number of Parts (bits) 02 04 06 08 12

Time Allotted (in minutes) 02 02 02 03 03

Instructions

Koh’s Block Design Test

“With these given identical blocks, make the same design as shown in the card. Start when I
give you the start signal and work as fast as possible”.

Alexander’s Pass-along Test

“In this box you can notice the blue blocks placed near the red end and red blocks near the
blue end. When I give you the start signal, you have to bring the blue blocks to the blue end
and red blocks to the red end. You have to slide the blocks to complete the task, and cannot
lift any of the blocks. Work as quickly as possible”.

Pattern Drawing Test

“Carefully look at this pattern. You are expected to draw this pattern without lifting the pen
from the paper or retracing. Work quickly. You can make any number of attempts within the
allotted time”.

Immediate Memory Test

Direct. “I will read out a set of three digits. Reproduce it orally in the same order,
immediately. For example, if I say 7-2-5, you have to repeat 7-2-5”.

Reverse. “Again, I will read out a set of three digits. Reproduce it orally in the reverse order.
For example, if I say 4-9-7, you have to say 7-9-4”.

Picture Reconstruction Test

“Here you have a number of pieces of a picture. Arrange the pieces together to form the
correct picture. Start when I give you the start signal and work as fast as possible”.

Debriefing

Thank you for your participation in this experiment. Your data will be kept confidential and
will only be used for academic purposes. If you have any further queries regarding the
experiment, you can ask.

Controls/Precautions & Ethical Considerations

 To ensure that the subject has a clear understanding of the instructions.

 The environment is to be kept calm, quiet, and conducive to the experiment.
 The participant is debriefed after the experiment.
Personal Reflection

Watching the demonstration of Bhatia's Battery of Performance Test of Intelligence in our

classroom was a great experience. Seeing my professor's twin sons take the test helped me
understand its purpose and design much better.

Bhatia's test is interesting because it looks at different types of intelligence. It allows people
to show their strengths in areas like problem-solving, visual skills, and logical thinking. The
twins were focused and serious while doing the tasks, which really impressed me. His
concentration showed how important it is to stay calm and attentive.

This experience made me realize how valuable intelligence tests are in psychology. They
don’t just measure how smart someone is; they help us understand a person’s unique abilities
and how these can be used in real life. I found it fascinating that Bhatia’s Battery gives a
broader view of a person’s skills instead of just relying on school marks.

Reflecting on this demonstration, I also saw how important encouragement and support are in
learning. The friendly atmosphere during the test allowed the twins to feel comfortable and
engaged. This is very important for anyone taking a test, whether in school or a formal
setting.

Conclusion
Overall, seeing Bhatia's Battery in action deepened my understanding of psychological
assessments and their role in recognizing individual talents. This reflection has motivated me
to learn how they can help us understand ourselves and others better. I’m excited about how
this knowledge will help me in my studies and future work in psychology.

Signature of the faculty