EMOTIONAL INTELLIGENCE TEST

REPORT FORMAT:
Roll No., Class, Subject: Practical: Emotional Intelligence Test/ Case History

Participant Name: [Participant's Full Name]

Test Administered: [Name of the Emotional Intelligence Test, e.g., "EIT"]

Date of Assessment: [Date of the Test Administration]

{P: Participant E: (In other psychology experiments E stands for experimenter - but we are not
doing an experiment so E stands for examinee)}
1.​ Aim of the test:
The primary aim of administering the EIT is to measure and evaluate the participant's emotional
intelligence. Emotional intelligence, as a key psychological construct, plays a significant role in
an individual's personal and professional life. The test aims to provide a snapshot of the
participant's current emotional skills across various domains and is not used to pass judgment on
their personality or character.
 2.​ Introduction:

This report is a psychological assessment of a participant's emotional intelligence using the EIT Test by Dr.
Ekta Sharma.

Definition of Emotional Intelligence:

The concept of emotional intelligence was first introduced by Peter Salovey and John Mayer (1990) and
later popularized by Daniel Goleman (1995).
One widely recognized definition of EI is “The ability to monitor one’s own and others’ feelings and
emotions, to discriminate among them and use this information to guide one’s thinking and actions”
(Salovey & Mayer, 1990)

Example: A student who feels overwhelmed before a big exam. A high level of EI would allow them to
first perceive their feelings of anxiety and stress (self-awareness). They would then understand that this
emotion stems from the pressure to perform well. Instead of being paralyzed by anxiety, they would
manage their emotions by taking a short break or practicing a calming exercise. This enables them to use
their emotions constructively by channeling their nervous energy into focused studying, ultimately guiding
their actions toward a positive outcome.

Theories/Components of Emotional Intelligences:

The various ways of conceptualizing EI can be summarized into three main models: ability, trait, and
mixed. These different conceptualizations directly influence how EI is measured.
Ability models look at EI as a form of Innate ability or capacity.
Trait models look at EI as a persistent behaviour pattern over time.
Mixed models Look at EI as a mix of both abilities & traits.

1.​ Salovey-Mayer's & Caruso's Model (Ability Model) :

This model views EI as a cognitive ability, not a personality trait. It breaks down into four key
components:

●​ Perceiving Emotions: Recognizing and interpreting emotions in oneself and others through cues
like body language and tone of voice.
●​ Using Emotions: Generating emotions to facilitate cognitive activities like problem-solving and
creative thinking.
●​ Understanding Emotions: Grasping the complex causes and progression of emotions.
●​ Managing Emotions: Regulating your own emotions and those of others to achieve specific
outcomes.

2.​ Daniel Goleman's Model of EI (Mixed Model)

Goleman's model defines EI as a set of skills and competencies that drive performance and leadership. It
includes five key components:

●​ Self-Awareness: Recognizing your emotions and their effects, knowing your strengths and
weaknesses, and having self-confidence.
●​ Self-Regulation: Managing disruptive emotions and impulses, being trustworthy, and adapting to
change.
●​ Motivation: An internal drive to improve, a commitment to goals, and optimism.
●​ Empathy: Understanding and sensing the feelings of others, and being sensitive to their needs.
●​ Social Skills: The ability to manage relationships, influence others, resolve conflicts, and
collaborate effectively.

3.​ Bar-On's Model of EI (Mixed Model)

The Bar-On model also views EI as a mixed model of skills and competencies. It focuses on how these
abilities help individuals cope with environmental pressures. The model is composed of five key
components:

●​ Intrapersonal Skills: Your ability to understand and manage yourself. This includes
self-awareness, assertiveness, and self-confidence.
●​ Interpersonal Skills: Your ability to relate to and get along with others. This involves empathy,
social responsibility, and building positive relationships.
●​ Adaptability Skills: Your capacity to adjust to change and solve problems. It includes reality
testing, flexibility, and effective problem-solving.
●​ Stress Management Skills: Your ability to handle stress and control impulses.
●​ General Mood: Your overall outlook on life, encompassing optimism and happiness.

Different tests in Emotional Intelligence:

Several tests have been developed to measure emotional intelligence (EI), each reflecting a different
theoretical modelS.

●​ Ability-based tests, like the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT),

are performance-based and assess a person's actual ability to solve emotion-related problems.
●​ Self-report tests, like the Schutte Self-Report Emotional Intelligence Test (SSEIT) rely on
an individual's self-perception of their emotional skills.

The Schutte Self-Report Emotional Intelligence Test (SSEIT) is a widely used 33-item questionnaire
that uses a Likert scale. Based on the Salovey and Mayer model, it provides a general measure of a
person's self-perceived emotional intelligence.
The Emotional Intelligence Test (EIT) by Dr. Ekta Sharma is a self-report questionnaire with 60 items
across five domains. It is a mixed model of emotional intelligence, drawing from theories that view EI as
a combination of abilities and competencies.

The test is based on Goleman's mixed model, but it also has its own components. It specifically measures:

●​ Self-Awareness
●​ Managing Emotions
●​ Motivating Oneself
●​ Empathy
●​ Handling Relationships

The EIT was developed and standardized on an Indian population, making it a culturally relevant tool.
This ensures the test items and concepts are more relatable and applicable to individuals within that
specific cultural context, leading to more reliable and valid results compared to tests standardized on
Western populations.

Uses of EITs
EITs serve as tools for personal and professional development, helping people understand their emotional
strengths. They're also used in academic research to study how EI relates to success and well-being.
Additionally, some organizations use them for recruitment and leadership training.

Limitations to EIT

A major limitation of EITs is their subjectivity, as many are self-report and prone to social desirability
bias. There's also no single definition of EI, which leads to a variety of tests that aren't easily comparable.
The EIT by Ekta Sharma specifically addresses cultural bias by being standardized on an Indian
population.

How a high EI is beneficial

A high level of emotional intelligence is linked to several benefits. It leads to stronger relationships
because people with high EI are better at understanding others. It also contributes to improved mental
health, as they are more resilient and can manage stress better. In careers, high EI is a strong predictor of
professional success, especially in leadership and teamwork.
3.​ Methodology: (WRITE IN PAST TENSE)

●​ Rapport Formation: The P was made to sit comfortably in a well-lit, ventilated room. Rapport
was built.The E introduced themselves, ensured the P is comfortable, and clarified the purpose of
the test. It was made clear that the E was the one being evaluated by a supervisor, not the P, which
helps reduce anxiety and encourages honest responses.

●​ Informed Consent: The test, EI and other concepts were clarified and explained to the P and after
ensuring the P understood the purpose and felt comfortable, the E obtained their informed
consent.

●​ Administration: The P was instructed on how to use the 5-point Likert scale and was told there
were no right or wrong answers. The E demonstrated how to answer the first question to ensure
clarity. The P’s demographic details were noted, and they were given a pen to begin the 60-item
test. The E remained present to answer any questions but did not interfere with the process.

●​ Scoring: After the P completed the test, the E scored the responses. A score of 5 was given for
"always" and descended to 1 for "never" for positively stated items. For negatively stated items,
the scoring was reversed (1 for "always," and 5 for "never"). This ensured consistency in the
scoring and allowed for a total score to be calculated, as well as scores for each of the five
domains.

●​ Debriefing: The P was debriefed about their scores, the interpretation of the scores and how a
high EI is beneficial and ways in which they can (improve or maintain) their levels of EI. It was
reiterated that these scores are simply scores and not a judgment for their worth as a person. Any
doubts and questions were clarified and the P was thanked for participating in the evaluation
before finishing the session.
4.​ Results & Interpretation:
Results:
(This section presents the P's raw scores from the Emotional Intelligence Test (EIT) by Dr. Ekta
Sharma. The scores are broken down by the five domains measured by the test, along with the
total score. The results are presented objectively, without any interpretation.)
Total Emotional Intelligence Score: [P's Total Score]
Self-Awareness: [Score]
Managing Emotions: [Score]
Motivating Oneself: [Score]
Empathy: [Score]
Handling Relationships: [Score]

Interpretation:
Based on the total score of [P's Total Score], the P's overall emotional intelligence is categorized
as [e.g., above average, average, below average] compared to the test's normative data.

Strengths: The P scored highest in [Highest Scoring Domain] with a score of [Score]. This
suggests a strong capacity for [e.g., understanding their own emotions, managing relationships
effectively, etc.]. This strength could be beneficial in situations requiring [e.g., self-reflection,
teamwork, etc.].

Areas for Development: The P scored lowest in [Lowest Scoring Domain] with a score of
[Score]. This indicates a potential area for improvement in [e.g., recognizing others' emotions,
motivating oneself, etc.]. Developing this skill could help the P [e.g., build better rapport, handle
stress more effectively, etc.].

Overall Profile: The P’s emotional profile suggests a [e.g., well-balanced, a specific
strength-based] pattern. For example, a high score in Self-Awareness combined with a lower
score in Handling Relationships might indicate that while the P understands their own feelings,
they may struggle with applying that understanding to interpersonal situations. The results
provide a foundation for further personal growth and skill development. Discuss all 5
areas/domains and how the scores are.
5.​ Discussion:
Summarize the interpretation here. Mention the criticisms/limitations of this EIT. ( self-report &
social desirability) and how this test needs to be done alongside other assessments in psychology
to ensure reduction in any bias. Mention the positives of this test as well and conclude.

6.​ Appendix:
(the Test that was administered along with the scoring for negative & positive
items and consent form - write in a separate sheet the scoring or on a different
page of the test sheet - NOT where the P marked the answers )
Conduction of the Emotional Intelligence Test (NOT TO BE WRITTEN IN
REPORT)

I.​ INTRODUCTION

1. Rapport Formation & Introduction

Hello, my name is ________and I will be conducting this assessment with you today. Thank you for
coming. How are you feeling right now? Are you comfortable? If not, is there anything I can do to make
you feel more at ease?

As you can see, I want to let you know that a supervisor/examiner is also present. Their role is solely to
observe me and my process of conducting this test, not to evaluate you. So, please feel comfortable and
be yourself. Your answers and responses will not be judged or evaluated.

2. Introduction to the Test (in Layman's Terms)

Today, we're going to use the EIT Test by Ekta Sharma to assess your emotional intelligence. Emotional
intelligence is simply a set of skills—the ability to understand and manage your own emotions and to
recognize and influence the emotions of those around you. We're doing this test as part of a practical
academic exercise, not to pass any judgment on you. The test scores will simply give us a picture of your
emotional skills at this moment; they are not a definitive measure of who you are as a person. EIT is
usually used for many reasons professionally, either for research, for self-improvement or professional
development. Today, the goal is to help me learn how to properly administer a psychological assessment.

Do you understand what emotional intelligence is? Do you understand what the EIT test is? Do you
understand why we are doing this today, and what it is usually used for? Do you have any questions for
me before we proceed?

3. Consent Form

If the P has no further questions and agrees to proceed, present the consent form.

Informed Consent Form ( Will be provided at the exam)

(contd. on next page)

 Participant Name: (Initials)_________________________

I, [Participant's Name], voluntarily agree to participate in the Emotional Intelligence Test (EIT) as part
of an academic practical exercise. I understand that the purpose of this test is to assess my emotional
intelligence skills and that the results will be used solely for academic purposes. I also understand that
all my information and test results will be kept strictly confidential and will not be used for any
professional purposes.

I have had the opportunity to ask questions, and I feel comfortable proceeding with the test.

Participant Signature: _________________________

Date: _________________________

4. Test Administration Instructions

Okay, thank you for your consent. Now, I'll explain how to complete the test.

[Place the test booklet in front of you(Examinee), facing you, and a pen ready beside it.]

This is a small test booklet that contains 60 statements. Please don't overthink your responses. The
statements describe how you generally deal with various situations. When you answer, try to think of your
usual reaction, not an exception to the rule. You will be able to choose between five options: [Always,
Sometimes, Rarely, Never, etc., depending on the test]. There are no right or wrong answers, please
answer as quickly and as accurately as you can.

[Turn the booklet around so it faces the P.]

First, I'll need to write down some basic demographic details on the front of the booklet, such as your
age, gender, etc.

Now, if you look at the first statement on this page, it reads: "(Read the first statement)". You will then
choose the option that best describes you from the five choices provided below it. For example, (P
chooses occasionally) if you would answer "occasionally" you would Place a tick under the option
occasionally.

Is that clear? Do you have any questions about how to proceed?

Great. Feel free to begin now. If you encounter any difficulties with any of the statements or have any
other doubts, please feel free to ask me at any time during the test. Thank you.
 II.​ SCORING & INTERPRETATION

After the introduction - Examiner will leave - E start writing the report or continue writing if you had
already started before then continue writing till the P tells you they are done with the test.

After the test, take over the test sheets and start scoring (without Examiner) and inform the P
professionally; Thank you for finishing the test, I will get back to you in a few minutes after I am done
going through your results.

III.​

Once you are done scoring AND interpreting the results (NOT THE REPORT) , you will call the
supervisor over. ( IF THE SUPERVISOR TAKES LONGER TO COME BACK TO YOU,
CONTINUE WRITING THE REPORT TILL THE SUPERVISOR ARRIVES. )

Debriefing: Hi, thank you for waiting, I have scored the statements and have interpreted the results. I
would like to tell you your scores. The test measured 5 domains - ( explain the domains in brief) continue
with telling them what their scores were. Their overall score and what areas they can improve and what
areas are their strengths. Ensure you are mindful of how you explain their scores to them. Make it clear
that this is just a test and not a judgment of them/their value as a person.

Ask them if they have any questions. Is there anything they want to discuss or any doubt they have.
Once all doubts are clarified. Thank them for their time and participation. ( If they have to leave
you can ask them to leave or sit till you finish your report.)