Bhatia’s Battery of Performance Tests of Intelligence
Introduction
The battery was originally developed in 1955 by Dr. C. M. Bhatia to address the need
for culturally appropriate intelligence tests in India. It emerged as an alternative to Western
measures that often did not consider local cultural and linguistic nuances. The battery focuses
on assessing aspects of fluid intelligence—such as reasoning, problem solving, and pattern
recognition—by engaging the individual in tasks that require immediate processing and
manipulation of visual material. This approach contrasts with tests that rely heavily on verbal
or crystallized knowledge.
The initial version of Bhatia’s Battery was designed to assess intelligence using a
series of performance tasks that were culturally adapted for Indian children and, in some
cases, adults. Subsequent versions have modified test items, administration procedures, and
scoring methods to reflect changes in educational contexts and research findings. Since its
inception, the battery has undergone revisions to update its normative data and refine its
subtests. These revisions have aimed to improve its reliability and validity while maintaining
its core focus on performance-based, nonverbal assessment.
The battery includes 5 subtests: Kohs’ Block Design (BD), Alexander’s Pass-along
(PA), Pattern Drawing (PD), Picture Construction (PC) and Immediate Memory (IM) Tests.
The battery was standardized on Indian boys in the 1950s for ages between 11 to 16 years. It
yields the overall Intelligence Quotient (IQ) based on all the 5 subtests and Performance
Quotient (PQ) based on the 4 performance tests (BD, PA, PD and PC). Norms for the test are
available from ages 11 to 16, but it can be used with adults too. The test’s IQ as well as PQ
range is relatively restricted and range between 69 to 131, and thus can only be used with
individuals with at least ‘borderline’ level intelligence, as per Wechsler’s classification. It can
not be used for individuals with intellectual disability, diagnosed or suspected, unlike other
tests of intelligence used as the Binet Kamat Test (BKT), Wechsler’s Adult Intelligence Scale
(WAIS) or Wechsler’s Intelligence Scale for Children (WISC), etc.
Certain advantages are that the battery is particularly useful for individuals with
language incompatibility and poor verbal abilities, making it a valuable tool for assessing
intelligence in diverse populations. It can also aid in evaluating children suspected of having
Specific Learning Disabilities (SLD) when the examiner is confident that the child possesses
average intelligence but needs objective proof. The test is time-efficient, typically taking
around 30 to 45 minutes. Its engaging subtests, such as Block Design with colorful wooden
blocks, Picture Construction featuring culturally relevant images, Pass-Along with sliding
parts, and Pattern Drawing requiring specific line formations, enhance motivation and
cooperation among test takers.
Additionally, the battery includes separate norms for literates and illiterates, making it
particularly suitable for a country with varying literacy levels. Its administration and scoring
process is straightforward. A unique aspect of this test is that if a subject fails to complete a
task within the time limit in any of the four performance subtests, the examiner demonstrates
the correct procedure before proceeding to the next item. This approach effectively evaluates
the individual’s learning ability and capacity to apply newly acquired information.
A key limitation of the battery is its apparently limited IQ range that it provides,
which is only between 69 to 131 points. Usually intelligence tests that provide IQ as the final
output value, always go beyond 69 to 131 IQ points on both sides, especially the lower side,
where it is expected to indicate and differentiate the type of intellectual disability. Thus the
battery can not be used with those with diagnosed or suspected Intellectual Disability.
Moreover, the test is not suitable for identifying giftedness or assessing individuals with
above-average intelligence, as it focuses more on basic cognitive and problem-solving skills.
Additionally, the battery was standardized on Indian boys aged 11-16 in the 1950s, making its
norms outdated and not fully representative of the current population, especially regarding
gender inclusivity
While separate norms for literate and illiterate populations has been seen as a strength,
recent research has suggested that this distinction also presents certain limitations. First,
potential overgeneralization arises, as the norms may not fully capture the variations in
education levels within these broad categories. An individual classified as illiterate but
exposed to informal learning may perform differently from someone with no education at all.
A significant concern is that illiterate individuals often receive artificially inflated IQ scores
when assessed using the separate norms. Because the test’s illiterate norms were developed
based on a specific population decades ago, they may no longer reflect the current cognitive
abilities of diverse populations.
Aim of the test
Bhatia's Battery of Performance Tests of Intelligence aims to assess non-verbal intelligence in
individuals aged 11 to 16 years, particularly in Indian populations. It evaluates cognitive
abilities such as problem-solving, reasoning, and memory while minimizing the influence of
language and education.
Materials required
● Test Booklet/Manual – Contains the administration procedures, scoring guidelines,
and normative data.
● Block Design (BD) Set – A set of colored wooden blocks used in the Block Design
subtest.
● Picture Construction (PC) Cards – Drawings or pictures relevant to Indian culture,
used in the Picture Construction subtest.
● Pass-Along (PA) Test Apparatus – Sliding parts or pieces that need to be manipulated
to complete a task.
● Pattern Drawing (PD) Materials – A set of patterns or figures that the examinee must
replicate using specific drawing conditions.
● Stopwatch – Used to record time-based responses in tasks where speed is a factor.
● Response Sheets or Score Sheets – For recording the examinee’s performance and
scores.
● Pencil
Procedure:
Administration & Instructions
The administration of Bhatia’s Battery of Performance Tests of Intelligence follows a
standardized process to ensure reliable and valid results. The full battery typically takes 30 to
45 minutes to administer. It is important to ensure that all test materials (e.g., Block Design
set, Picture Construction cards, Pass-Along test apparatus, Pattern Drawing sheets,
stopwatch, score sheets) are available and appropriately arranged. The administrator must
also build rapport with the test-taker to encourage cooperation, especially since the tasks are
interactive. The test must be conducted in a well-lit room, without any distractions or
interruptions.
The general procedure of administering the test involves the examiner demonstrating
each task before the examinee attempts it, following which responses are timed and recorded
for performance-based scoring. If the examinee fails a task within the time limit, the
examiner demonstrates the correct method before proceeding to the next item, allowing them
to access their ability to learn.
In Kohs’ Block Design, the examiner shows a pattern and asks the participant to
replicate it using the blocks, recording the time taken to do so to assess both accuracy and
speed. If the participant fails, the examiner demonstrates the correct pattern before moving
on. For the Alexander passalong test, the participant must move blocks in a structured way to
match a given pattern. If the task is not completed within the time limit, the examiner
demonstrates the correct movement, and the participant is then allowed to attempt another
task at the next level.
For the Pattern Drawing test, the participant is given a series of patterns, gradually
increasing in complexity, and asked to replicate them on paper. In the Picture Construction
task, the participant is given incomplete pictures and must complete them by arranging the
missing pieces correctly. Lastly, in the Immediate Memory task, the examiner reads a list of
items aloud, including both digits and alphabets, and the participant is asked to repeat the
items in the same order. The process is repeated with different lists to assess consistency. In
any of the tests, if the participant struggles, encouragement is provided, but hints or
additional instructions should be avoided. The entire kit must be kept hidden from the
participant’s view so as to avoid distractions or familiarity with upcoming test stimuli, by
placing them on a nearby chair.
In Kohs’ Block Design, there are a total of 10 items, with the first 5 items involving 4
blocks. A total of 9 blocks are provided to the participant for Item 6 and 7, and 16 blocks are
provided for Item 8-10. Thus, for the first item, the four blocks are placed in front of the
participant and they are allowed to thoroughly examine the blocks before starting the trial.
The participant is then shown Stimulus card no.1 and is instructed to prepare the same design
with the blocks provided.The administrator demonstrates the first item, and then mixes up the
blocks, after which the participant is asked to carry on from the 2nd item. The test is
terminated if the participant has two failures in succession.
For the Alexander Passalong Test, the administration starts with the smallest box
being placed in front of the participant such that the side with the blue line is nearer to the
participant., with the number on the upper side of the card facing ht eparticipant They are
then shown the first stimulus card and are told that the red block has been placed near the
blue line and vice-versa, and that their task is to arrange the blocks such that the red block is
on the red side and the blue block is on the blue side. It is clearly instructed that the blocks
must only be slides and not lifted. The first item is demonstrated, and the participant is asked
to do it again as demonstrated.
The test proceeds with a series of such boxes and designs being used. In each case, the
box is presented to the participant such that the position of the red and blue blocks is exactly
reversed compared to their ideal position on the card. The test is stopped after two successive
failures. The time limits for the first 4 designs is 2 minutes each, and that for the next 4
designs is 3 minutes each. Behavioral observations made during the task are also recorded by
the examiner.
For the Pattern Drawing test, which involves a total of 8 patterns of increasing
difficulties, the following instruction is given “here is a paper and a pencil. I shall show a
figure to you”, following which the card is placed before the participant such that the number
on the card appears at the top facing them. They are then told “Now make a figure like this
without repeating your lines and without lifting your pencil once you have started drawing”.
The card is visible to the participant throughout the process. They are given a plain white
sheet of paper to draw the patterns on, and they may draw as many patterns on the sheet as
space allows. If needed, additional sheets are provided.
They are allowed to make as many attempts as they wish for a specific item within the
time limit. For the first four items, the time limit is 2 minutes, whereas for the next 4 items is
3 minutes. The test is terminated when the participant records 2 consecutive failures, i.e. they
are unable to draw the pattern within the allotted time limit for two consecutive items. The
first item for this test is demonstrated only if necessary to boost confidence. If the participant
attempts lifting the pencil while drawing a pattern, they are reminded of the rules again, and
they are asked to start again after thought. If an incorrect pattern is drawn, it may be crossed
out and they are encouraged to try as many times within the time limit.
For the Immediate Memory test, hindi consonants and digits are used. The following
instruction is given: “I will say something. Listen attentively. Repeat it after I have finished.
Listen”. The test starts with two letters as a practice session for the participant, and proceeds
with an increasing amount of letters. If a failure is recorded in a certain set, the second and
third alternative sets are used. If a failure is recorded on all three sets, the test is terminated.
The second part of the test involves backward repetition, and the participant is instructed as
follows: “Whatever I sat, you must say backwards. If I say ‘ka cha’, you say ‘cha ka’”. The
test is terminated if a failure is recorded in all three alternatives of a certain set.
For the final test, i.e. Picture Completion Test, which involves 5 subtests, the general
instruction is given as follows: “Here are a number of pieces -specifying 2.4.6.8.12 as may be
the case. Put the pieces together to form the picture”. The first item is demonstrated and is
used as a practice item only. The test is then continued with the next 4 items, each of which
have 4,6,8 and 12 parts respectively. The test is terminated after two consecutive failures. In
case if the participant passes the first three subtests, even if the fourth and/or the fifth subtest
is failed, the number of pieces for each of the two subtests that were placed correctly within
the time limit are also recorded, and scored.
The time limit for the first three items is 2 minutes and that for Item 4 and 5 is 3
minutes. The pieces at the start of each subtest are placed before the participant as indicated
by the numbers at the backhand side of each of the pieces, with the picture side facing up.
Specifically, however, in subtest 1, the two pieces are placed side by side, and in subtest 5,
the pieces are placed in two pies, with pieces 1-6 in one file, and pieces 7-12 in an adjacent
second pile.
Scoring & Interpretation
The scoring process varies slightly for each of the subtests. In Kohs’ Block Design,
for each of the first 5 designs, 1 mark is allotted for success between 1 and 2 minutes, 2
marks are allotted for success within 1 minute, and 0 marks are allotted for success beyond
the time limit of 2 minutes or for failures. For item 6 to 10, 1 mark is allotted for success
between 2 and 3 minutes, 2 marks are allotted for success between 1 to 2 minutes, 3 marks
are allotted for success within 1 minute, and 0 marks are allotted for success beyond the time
limit of 2 minutes or for failures.
In the Passalong test, for the first four subtests, 2 marks are awarded for success
within 1 minute, 1 mark is awarded for success between 1 and 2 minutes, while 0 marks are
awarded for failure or success beyond the time limit. For the last four items, 3 marks are
awarded for success within 1 minute, 2 marks are awarded for success between 1 and 2
minutes, while 0 marks are awarded for a failure of success beyond the time limit of 3
minutes. The exact same scoring procedure is followed for Pattern Drawing, where a
maximum score of 20 is possible.
In Immediate Memory, for the forward test, 1 mark is given for the number of digits
or sounds in the maximum correct reproduction. The maximum possible score is 9.
In the reverse test, 1 mark each is given for the number of digits or sounds in the maximum
correct reversed repro-duction. The maximum possible score is 6. In the Picture Drawing test,
for picture 1 to 3, 2 marks are awarded for success within a minute, 1 mark for success
between 1 and 2 minutes, while 0 marks are awarded for success beyond that or for failure.
For picture 4 and 5, 3 marks are awarded for success within a minute, 2 marks are awarded
for success between 1 and 2 minutes, 1 mark is awarded for success between 2 and 3 minutes,
whereas 0 marks are awarded for success beyond 3 minutes or for a failure. Maximum score
possible for this subtest is 15.
In addition to this, an additional credit of 1 mark is given for picture 4 if at least 6 out
of the 8 parts have been placed correctly within the 3 minute time limit. Similarly, for the 5th
picture, an additional credit of 2 marks is given if at least 9 out of the 12 total parts have been
placed correctly, and an additional 1 mark is given if at least 6 out of 12 parts have been
placed correctly within the 3 minute time limit. The total maximum score attainable in the
battery is 95. Typically, the time taken to administer the entire battery is less than an hour.
The participant’s score on all 5 subtests is added up to calculate their score on the
entire battery. Then their total raw score is converted to an IQ based on their chronological
age using the specific conversion tables, selected depending on whether they are literate or
not.
Example of conversion table for raw scores to IQs (literate):
Example of conversion table for raw scores to IQs (illiterate):
The IQ is then interpreted according to Wechsler’s classification of intelligence level, as
follows:
Additionally, the raw scores on the four performance-based subtests except Immediate
Memory, are converted to weighted scores using the table provided in the manual. The
weighted scores for each of the four subtests are then summed up to calculate the total
weighted score.
Conversion table for raw scores to weighted scores:
This total weighted score is used to derive the Performance Quotient (PQ) of the
participant, based on their chronological age, using the specific conversion table for literate
participants provided in the manual.
Example of conversion table for weighted scores to PQ:
References
Bhatia, C. M. (1955). Performance tests of intelligence under Indian conditions. Oxford
University Press.
