PRACTICAL EXAMINATION

MOCK QUESTIONS

PSYCHOLOGY PRACTICAL
RECORDS

Test Based Questions in Psychology Record

1. How many tests are in the Psychology Record?
→ This refers to the total number of psychological tests recorded in your
study or portfolio.
2. How many experiments are in the Psychology Record?
→ This refers to the number of psychological experiments documented in
your record.
3. Total number of [test name] in the Psychology Record?
→ This would refer to the count of a specific type of psychological test (e.g.,
personality tests, intelligence tests) in your record.
4. Total number of [experiment name] in the Psychology Record?
→ This refers to the number of experiments related to a specific
psychological concept or theory documented in the record.
5. Types of Psychological Tests
→ Psychological tests can be categorized into:
o Intelligence Tests
o Personality Tests
 o Aptitude Tests
o Achievement Tests
o Projective Tests
o Neuropsychological Tests
6. What are the uses of a psychological record?
→ Psychological records are used to document test results, track progress,
analyze data, and evaluate the psychological well-being or attributes of
individuals over time.
7. What is the title of the first test in your record?
→ This refers to the name of the first psychological test documented in your
record (e.g., Teachers Adjustment, Leadership Style, etc.).
8. What is the aim of Teacher's Adjustment?
→ The aim of the Teacher’s Adjustment test is to evaluate the psychological
adjustment of teachers in a school environment, focusing on their emotional,
social, and professional well-being.
9. Whose questionnaire is for Teacher's Adjustment?
→ This refers to the psychologist or researcher who developed the Teacher's
Adjustment questionnaire (e.g., a well-known educational psychologist or
researcher in the field).
10.How many questions are in Teacher's Adjustment?
→ The number of questions would refer to the total items or questions in the
Teacher's Adjustment questionnaire.
11.What are the dimensions of Teacher's Adjustment?
→ Dimensions could include emotional adjustment, social adjustment,
professional adjustment, and personal adjustment.
12.What are the factors affecting schools?
→ Factors could include institutional climate, teacher-student relationships,
resources, community involvement, and curriculum effectiveness.
13.What is the role of a classroom teacher in school adjustment?
→ The classroom teacher plays a key role in creating a positive and
supportive learning environment, fostering student engagement, and helping
both students and teachers adapt to changes in the school.
14.What is your data and group data adjustment?
→ This refers to how the individual’s data on adjustment and group-based
data have been recorded and analyzed in the context of the Teacher’s
Adjustment test.
15.What is the result of Teacher's Adjustment?
→ This describes the outcome or analysis of the Teacher’s Adjustment test,
such as how the teachers are adjusting in various dimensions like emotional
and professional aspects.
16.What is the title of the second test in your record?
→ This refers to the name of the second psychological test (e.g., Teaching
Competency, Leadership Style, etc.).
17.What is the aim of Teaching Competency?
→ The aim is to assess the competency of teachers in various aspects of
teaching, such as subject knowledge, pedagogical skills, and classroom
management.
18.Whose questionnaire is for Teaching Competency?
→ This refers to the researcher or psychologist who created the Teaching
Competency questionnaire.
19.How many questions are in Teaching Competency?
→ The total number of questions in the Teaching Competency
questionnaire.
20.What are the dimensions of Teaching Competency?
→ These could include areas such as subject knowledge, teaching
methodology, classroom interaction, assessment skills, etc.
21.What are the categories of Teaching Competency?
→ Categories could include cognitive, pedagogical, emotional, and
professional competencies.
22.What is your data and group data of Teaching Competency?
→ This refers to the individual and group-level data analysis related to the
Teaching Competency test.
23.What is the result of Teaching Competency?
→ The result or outcome of the Teaching Competency test, which may
include the proficiency of teachers in different competencies.
24.What is the title of the third test in your record?
→ This refers to the name of the third psychological test (e.g., Leadership
Style, Organizational Climate, etc.).
25.What is the aim of Leadership Style?
→ The aim is to assess a teacher’s or leader’s style of leadership, such as
authoritarian, democratic, or laissez-faire.
26.Whose questionnaire is for Leadership Style?
→ The creator or researcher who developed the Leadership Style
questionnaire.
27.How many questions are in Leadership Style?
→ The number of items or questions in the Leadership Style questionnaire.
28.What are the types of Leadership Styles?
→ Types include autocratic, democratic, transformational, transactional,
laissez-faire, etc.
29.What are the characteristics and importance of Leadership Style?
→ Characteristics of leadership style refer to traits such as decision-making,
communication, motivation, and delegation. Its importance lies in how
leadership impacts team dynamics, productivity, and morale.
30.What is your data and group data of Leadership Style?
→ This refers to individual and group-level data analysis of leadership style
test results.
31.What is the result of Leadership Style?
→ The result shows the preferred leadership style and its effectiveness in the
school environment.
32.What is the title of the fourth test in your record?
→ The title of the fourth test documented in the record.
33.What is the aim of Organizational Climate?
→ The aim is to assess the overall atmosphere, culture, and environment of
the school, including teacher-student interactions and institutional support.
34.Whose questionnaire is for Organizational Climate?
→ The author or researcher who developed the Organizational Climate
questionnaire.
35.How many questions are in Organizational Climate?
→ The number of questions/items in the Organizational Climate
questionnaire.
36.What are the types of Organizational Climate?
→ Types include positive climate, negative climate, supportive climate,
competitive climate, etc.
37.What are the characteristics and importance of Organizational
Climate?
→ Organizational climate characteristics include openness, trust,
communication, and supportiveness. Its importance lies in creating an
environment conducive to learning and growth.
38.What are the dimensions of Organizational Climate?
→ Dimensions could include physical environment, teacher-student
relationships, management support, communication flow, etc.
39.How to improve Organizational Climate?
→ Strategies include improving communication, fostering positive
relationships, enhancing teacher involvement, and increasing student
engagement.
40.What is your data and group data of Organizational Climate?
→ Refers to how you recorded and analyzed the individual and group data
for the Organizational Climate test.
41.What is the result of Organizational Climate?
→ The result of the Organizational Climate test would provide insights into
the overall atmosphere in the school.
42.What is the title of the fifth test in your record?
→ The title of the fifth psychological test documented in your record (e.g.,
NVGIT, Non-Verbal Group Intelligence Test).
43.What is the aim of Non-Verbal Group Intelligence Test (NVGIT)?
→ The aim is to assess non-verbal intelligence, which is independent of
language skills and focuses on reasoning, problem-solving, and pattern
recognition.
44.Whose questionnaire is for NVGIT?
→ The creator of the Non-Verbal Group Intelligence Test questionnaire.
45.How many questions are in NVGIT?
→ The total number of questions/items in the NVGIT.
46.What are the types of Intelligence?
→ Types of intelligence could include verbal-linguistic, logical-
mathematical, spatial, musical, bodily-kinesthetic, interpersonal,
intrapersonal, naturalistic, etc.
47.What are the characteristics of Intelligence?
→ Characteristics of intelligence include problem-solving ability, creativity,
adaptability, logical reasoning, and the ability to learn new things.
48.What are the dimensions of NVGIT?
→ The dimensions of NVGIT could include pattern recognition, visual-
spatial reasoning, and abstract problem-solving.
49.What is your data of NVGIT?
→ The data collected from the NVGIT regarding individual performance or
group analysis.
50.What is the result of NVGIT?
→ The results would reflect the non-verbal intelligence level, assessing
abilities such as problem-solving, reasoning, and pattern recognition.
Experiment Based Questions in Psychology Record

1. What is the title of the first experiment in your record?

→ This refers to the name of the first experiment in your record (e.g., Span
of Attention).
2. What is the aim of Span of Attention?
→ The aim is to assess the capacity of an individual’s attention, specifically
how many objects or pieces of information can be held in attention at one
time.
3. What are the tools used in this experiment?
→ Tools might include a tachistoscope, stopwatch, or any device designed
to test the span of attention.
4. What are the types of attention?
→ Types of attention include:
o Focused Attention: The ability to focus on a single stimulus.
o Sustained Attention: The ability to maintain focus over an extended
period.
o Selective Attention: The ability to focus on a specific task while
ignoring distractions.
o Divided Attention: The ability to focus on multiple tasks
simultaneously.
5. What are the determinants of attention?
→ Determinants of attention include interest, motivation, task difficulty,
novelty, emotional arousal, and the individual’s mental state.
6. What is the name of the span of attention?
→ This is typically the test or tool used to measure attention span, like "The
Digit Span Test" or another similar method.
7. The apparatus used for measuring the span of attention name …
→ The apparatus could be a tachistoscope, which flashes images to test the
limit of visual attention span.
8. What are the types of Tachistoscope?
→ Types of tachistoscopes include manual, electronic, or computerized
devices designed for rapid presentation of stimuli.
9. Which type of apparatus did we use?
→ This question refers to the specific apparatus used in your experiment,
which could be a tachistoscope or another relevant device.
10.What is span of attention?
→ Span of attention refers to the maximum number of objects or pieces of
information a person can attend to and hold in memory at one time.
11.How do you calculate your span of attention?
→ The span is typically calculated by determining the maximum number of
items (digits, words, etc.) that can be accurately recalled after exposure for a
short period.
12.Discuss your results.
→ This involves analyzing and interpreting the results obtained from the
span of attention experiment.
13.What methods did you use in the experiment?
→ This could include the use of standard experimental procedures, such as
random presentation of stimuli or controlled timing of exposure.
14.Which principle did you use in this experiment?
→ The principle could be the concept of "attention span" or "memory
retention" in psychological research.
15.What is the title of the second experiment in your record?
→ This refers to the name of the second experiment (e.g., Mirror Drawing).
16.What is the aim of Mirror Drawing?
→ The aim is to test motor coordination and visual perception by asking
participants to trace a figure while looking in a mirror, which challenges
their usual motor skills.
17.What is the principle did you use in the experiment?
→ The principle might involve visual-motor coordination, brain adaptation,
or learning curve theory.
18.What are the tools used in this experiment?
→ Tools might include a mirror, paper, and pencil for the drawing task.
19.How long did you take for right hand and its error?
→ This refers to the time it took to complete the mirror drawing task using
the right hand, along with the number of errors made.
20.How long did you take for left hand and its error?
→ Similar to the right hand, this refers to the time taken for the task using
the left hand and the number of errors made.
21.What are the procedures of the experiment?
→ This includes the step-by-step process of conducting the mirror drawing
experiment, such as initial instructions, setting up the task, and measuring
time.
22.How did you find the average time taken?
→ The average time is calculated by adding the times for each trial and
dividing by the number of trials.
23.How did you find the average errors?
→ The average number of errors is calculated by summing the errors across
trials and dividing by the number of trials.
24.Discuss your results of Mirror Drawing.
→ Discuss how the time and error rate for the right and left hands compare,
 and analyze what these results indicate about motor coordination and
learning.
25.What is the third experiment in your record?
→ This refers to the title of the third experiment in your record (e.g., Maze
Learning).
26.What is the aim of Maze Learning?
→ The aim is to assess problem-solving ability, memory, and learning in
navigating a maze.
27.What principle did you use in the experiment?
→ The principle could include concepts like learning curves, behavior
modification, or spatial navigation.
28.What are the tools used in this experiment?
→ Tools might include a maze, a stopwatch, and a notepad for recording
results.
29.How long did you take for the right hand and its error?
→ This refers to the time and errors recorded when navigating the maze with
the right hand.
30.How long did you take for the left hand and its error?
→ This refers to the time and errors recorded for the left hand in the maze.
31.What are the procedures of the experiment?
→ This would outline the steps taken to conduct the maze learning
experiment, such as instructions, timing, and error counting.
32.How did you find the average time taken?
→ The time averages are calculated by summing the time taken in each trial
and dividing by the number of trials.
33.How did you find the average errors?
→ The average errors are calculated by summing the number of errors
across trials and dividing by the number of trials.
34.Discuss your results of Maze Learning.
→ This involves analyzing the time and error data, interpreting what the
results suggest about learning and problem-solving abilities.
35.What is the fourth experiment in your record?
→ The title of the fourth experiment (e.g., Rorschach Inkblot Test).
36.What is the aim of the Rorschach Inkblot test?
→ The aim is to assess an individual’s personality characteristics through
their interpretations of ambiguous inkblot images.
37.What is personality?
→ Personality refers to the combination of emotional, attitudinal, and
behavioral patterns that define an individual’s characteristics.
38.How did you do the procedure for scoring the content?
→ The procedure includes evaluating the responses to the inkblots,
categorizing them into specific themes (e.g., human figures, animals), and
scoring based on the complexity and nature of the response.
39.What are the tools used in this experiment?
→ The tools would include the Rorschach Inkblot cards, scoring manuals,
and data recording materials.
40.What are the procedures of the experiment?
→ The procedures involve presenting the inkblot images, recording
responses, and scoring them based on predetermined criteria.
41.Discuss your results of the Rorschach Inkblot test.
→ This involves interpreting the participant’s responses and drawing
conclusions about their personality traits and psychological state.
 42.What is the fifth experiment in your record?
→ The title of the fifth experiment (e.g., Test of Creativity).
43.What is the aim of the Test of Creativity?
→ The aim is to assess an individual’s creativity, specifically their ability to
think divergently and solve problems in innovative ways.
44.What are the process and nature of creativity?
→ The process of creativity involves generating new ideas, thinking outside
the box, and combining existing concepts in novel ways. Its nature is often
spontaneous and unique.
45.What are the steps involved in the Test of Creativity?
→ The steps could include presenting tasks that require creative thinking,
evaluating responses, and scoring creativity based on originality and
complexity.
46.How to develop creativity?
→ Creativity can be developed through practice, exposure to diverse ideas,
problem-solving activities, and encouragement of unconventional thinking.
47.What are tools used in this experiment?
→ Tools may include creative thinking tasks, paper, pencils, and a scoring
rubric for creativity.
48.What are the procedures of the experiment?
→ The procedures could involve presenting creativity challenges, recording
responses, and scoring based on predefined criteria.
49.Discuss your results of the Test of Creativity.
→ This involves interpreting how creative the individual’s responses were,
what their scores indicate about their creativity, and any patterns observed.

What did you gain from this record?

→ This reflects the insights gained from conducting these experiments, including
understanding human behavior, learning processes, and the development of
cognitive and creative skills

Prepared by
M.KALAIVANI & Dr.S.KRITHIKA
Associate Professor
Dr.G.R.Damodaran College of Education
Coimbatore 641 402.