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RISB Test: Objectives and Scoring

This document discusses the RISB test, which has two key objectives: 1) to objectively screen and test subjects, and 2) to collect diagnostic information to inform treatment. Scores are determined by assigning weights to sentence completions and summing them, considering answers to omissions, disputes, and neutral responses. Norms were established by administering the test to 299 college freshmen, finding their scores correlated only slightly with intelligence test scores, indicating the RISB measures personality rather than intelligence.

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Jahid Ahsan
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62 views2 pages

RISB Test: Objectives and Scoring

This document discusses the RISB test, which has two key objectives: 1) to objectively screen and test subjects, and 2) to collect diagnostic information to inform treatment. Scores are determined by assigning weights to sentence completions and summing them, considering answers to omissions, disputes, and neutral responses. Norms were established by administering the test to 299 college freshmen, finding their scores correlated only slightly with intelligence test scores, indicating the RISB measures personality rather than intelligence.

Uploaded by

Jahid Ahsan
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

RISB

Objective and Rationale

This test has two key objectives. One goal was to include a technique that could be used

objectively for screening and experimental purposes. The second aim was to collect knowledge

of very particular diagnostic value for treatment purposes. Its aim is to check whether the subject

is changed or not as it is a diagnostic test. It helps to diagnose and treat the subject.

Scoring and Interpretation

From examples in the scoring manuals, sentence completions are scored by assigning a

numerical weight of up to 6 for each sentence and summing to obtain the overall score. Overall,

these are the scoring principles: answers to omissions, answers to disputes, constructive answers,

neutral answers and scoring guides. In order for us to get different responses, the subject has to

convey his or her real feeling.

Norms

A distribution of scores on the ISB for a representative college first-year population was

obtained by giving the Incomplete Sentences Blank to 299 entering first-year student at Ohio

State University. A comparison between the median percentile ranks on the Ohio State

Psychological Examination of the sample and of the total first-year population showed a

difference of approximately two percentile points. The agreement between corresponding first

and third quartile points was very close. It was interesting to find that the correlation coefficient

between the Ohio State Psychological Examination scores and ISB scores for the selected first-

year sample was only .11. This is in accord with a general feeling that a very little relationship
would exist between intelligence and scores on the personality measure such as the Incomplete

Sentence Blank

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