Psychometric Workshop

(Aptitude & Achievement Test)

Aptitude Battery Tests refer to tests that measure or predict future performance.
a. Multiple Aptitude Tests
i. Standardized Aptitude Test for Teachers (SATT)
ii. General Aptitude Test Battery (GATB)
iii. Differential Aptitude Test (DAT)
iv. Flanagan Aptitude Classification Test (FACT)
v. Flanagan Industrial Test (FIT)
b. Special Aptitude Tests refer to tests that are concerned with more concrete and
practical abilities.
i. Clinical Aptitude Test
ii. Computer Aptitude Test
iii. Mechanical Aptitude Test
iv. Engineering Aptitude Test
c. Social-Emotional Aspect of Intelligence tests refer to tests of the social and
emotional quotient.
i. Minnesota Multiphasic Personality inventory (MMPI)
d. Personality tests in the workplace refer to tests that focus on the personality
traits such as the honesty tests, integrity tests, and leadership ability tests.
i. 16 Personality Factors Test
ii. Minnesota Multiphasic Personality inventory Test
iii. Employment Service Test
iv. Honesty Inventory Scale
Purpose of Aptitude Test:
1. Help in proper choice of course and careers.
2. Predict future success.
3. Help the students in the development of social traits.
4. Supplement other psychological test.
Achievement Test are designed to measure the effects of a specific program of
instruction or training.
a. General Achievement Batteries refer to tests that measure general
educational achievement in the areas included in the academic curricula:
i. Otis Lennon School Ability Test
ii. National Elementary Aptitude Test (NEAT)
iii. National Secondary Aptitude Test (NSAT)
Purpose of Achievement Tests:
1. It provides basis for promotion to the next grade.
2. To find out where each student stands in various academic areas.
3. It helps in determination about the placement of the students in a particular
section.

Reported by:
Jamie V. Canauay
Psychometric Workshop
(Aptitude & Achievement Test)
4. To motivate the students before a new assignment has taken up.
5. To know effectively the student is performing in theory as well as in clinical
areas.
6. To expose pupils difficulties which the teacher can help them to solve.
Difference between Aptitude Test and Achievement Test
Aptitude Test Achievement Test
Measures the effect of learning Measures the effects of learning
under relatively uncontrolled and that occurred under partially known
unknown conditions. controlled conditions.
Serves to predict subsequent Generally represent a terminal
performance. It is employed to evaluation of the individuals status
estimate the extent to which the on the completion of training. The
individual will profit from a specified emphasis in such tests is on what
course of training or to forecast the the individual can do at the time.
quality of his or her achievement in
a new situation.
It should be applied that there is no rigid distinction between aptitude and
achievement tests.
Some aptitude tests may depend on fairly specific and uniform prior learning,
and some achievement tests cover relatively broad and unstandardized
educational experiences.

Title: Differential Aptitude Test:

Developed by: George K. Bennett, Harold G. Seashore and Alexander G. Wesman
Publisher: The Psychological Corporation
Time Limit: Verbal Reasoning 30
Numerical Ability 30
Abstract Reasoning 20
Mechanical Reasoning 30
Space Relations 25
Spelling 10
Language Usage 20
Clerical Speed and 6
Accuracy

a. Description
DAT battery follows the theory that different individuals have
varying levels of interest and intelligence in different fields. You may be
good at math but bad in verbal reasoning. Some may architect
language excellently but may be very bad in calculations.

Reported by:
Jamie V. Canauay
Psychometric Workshop
(Aptitude & Achievement Test)
b. Important Features:
Verbal Reasoning
This test measures the ability of a student to see relationships among
words. The test consists of analogies.
Example: .is to bark as cat is to .
Select one of the following answers.
A. maiow ------- kitten
B. dog --------miaow
C. dog ------scratch
D. seal -------- kitten
E. tree -------- Scratch
Numerical Ability
This test measures the ability to perform mathematical reasoning tasks.
In order to ensure that reasoning rather than a computational facility is
stressed, the computational level of the problem is low.
Example: What number should replace R in this addition problem?
7R+R=88
F G H J
9 6 4 3
Abstract Reasoning
This test is a non-verbal measure of reasoning ability. It assesses how
well individuals can reason geometric shapes or design. Each test item is a
geometric series in which the elements change according to a given rule.
The student is asked to infer the rule/s that are operating and predict the
next step in the series.
Example:

Space Relations
This test measures the ability to visualize a three-dimensional object
from a two dimensional pattern and to visualize how this object would look
if rotated in space. Each problem shows one pattern, followed by four three-
dimensional figures. The student is asked to choose the one figure that can
be made from the pattern.

Reported by:
Jamie V. Canauay
Psychometric Workshop
(Aptitude & Achievement Test)

Example:
Spelling
This test measures how well the student can spell common English
words. The words are presented in a format that includes three correctly
spelled words and one misspelled word. The misspelled words reflect the
most plausible and commonly made errors identified by a major research
study.
Example: Which word is not spelled correctly?
A. cycle
B. gurl
C. arrow
D. wrote
Mechanical Reasoning
This test measures the ability to understand basic mechanical
principles of machinery, tools, and motion. Each item consists of a pictorially
presented mechanical situation and a simply worded question. Items
require reasoning rather than special knowledge.
Example:

Language Use
This test measures the ability to detect errors in grammar, punctuation,
and capitalization. The test consists of sentences that divide into four parts.
The student must choose whether one part has an error in punctuation,
capitalization, or grammar, or whether the sentence is correct as written.
Example:

Reported by:
Jamie V. Canauay
Psychometric Workshop
(Aptitude & Achievement Test)
Clerical/Perceptual Speed and Accuracy
This test measures the ability to compare and mark written lists quickly
and accurately. This test may predict success in certain kinds of routine
clerical tasks, such as filing and coding. Good scores are also desirable for
certain jobs involving technical and scientific data.

Title: Otis Lennon School Ability (OLSAT)

Author: Dr. Arthur Otis
Publisher: Multi-Health System
Time Limit: 40 to 45 minutes
a. Description
The OLSAT is designed to provide an accurate and efficient measure of the
abilities needed to acquire the desired cognitive outcomes of formal information,
should guide the teacher to appropriate educational goals, contents, methods and
pace for pupils optimum progress.
b. Important Features
Primary I. The level of test, comprising three parts administered in at least two
sittings, require a total testing time of approximately 80 minutes.
The test items are all pictorial in nature and they are samples of the mental
processes like analogizing, classification, following directions, quantitative
reasoning, and verbal comprehension.
Primary II. Content of this level is similar to that of Primary I, as are the
administrative conditions and time requirement.
Elementary, Intermediate, and Advanced Test at these three levels comprise
several types of verbal and on-verbal times intended to samples a wide variety of
mental processes. Items content sample verbal, figural, and quantitative reasoning
and verbal comprehension ability.

Reported by:
Jamie V. Canauay
Psychometric Workshop
(Aptitude & Achievement Test)
c. Administration
The students need about 10-15 minutes to fill the identification information on
the test booklet or answer sheet and to work on the practical problems. The OLSAT
can be administered individually or in a group. For the 70 items, the students must
be allowed 45 minutes. The test administrator should decide in advance which
procedure he wishes to follow. The Specific Directions for administering are set
up for a one-sitting administration. Therefore, if he decides to have the student
code identification information in a separate sitting, make the necessary changes
in the direction prior to testing. Read carefully the appropriate section in the
Specific Direction for Administering for the type of test booklet or answer sheet
you are using.
Locate the identification areas to be filled in by the students on their test booklet
or answer sheet.

Title: Flanagan Industrial Test

Author: John C. Flanagan
Publisher: Science Research Associates, Inc.
Time Limit: 5-15 minutes per sub-test
a. Description
FIT is designed specifically for use with adults in personnel selection program for
a variety of jobs to measure distinct aptitude or functions important to various
industrial positions.
The test is widely used for selection, placement, reassignment, and vocational
counseling.
b. Important Features
The Flanagan test is composed of eighteen sub-tests considered as multiple
aptitude battery tests, namely: assembly, arithmetic, components, coordination,
electronics, expression, ingenuity, inspection, judgement and comprehension,
mathematics and reasoning, mechanics, memory, pattern planning, precision,
scales, table and vocabulary.
FIT should be used where employers want to measure job applicants ability to
learn in specific areas:
Ar - Arithmetic Ability to work accurately with numbers.
As Assembly Ability to visualize appearance of an object
assembled from separate parts.

Reported by:
Jamie V. Canauay
Psychometric Workshop
(Aptitude & Achievement Test)
Com- Ability to locate parts of a whole. Involves ability to
Components change visual patterns especially flexibility in
shifting from a comprehensive pattern to a detailed
part.
Co Ability to coordinate hand and arm movements.
Coordination
EL Ability to understand electrical and electronic
Electronics principles and to analyze electronic circuits.
Ex - Feeling for and knowledge of correct English,
Expressions ability to convey ideas in writing and talking.
Ing - Ingenuity Creative or inventive skill ability to devise
ingenious procedures equipment or presentation.
Ins - Inspection Ability to spot flaws in a series of article quickly and
accurately.
JC Ability to read with understanding to reason
Judgement and logically and use good judgement in interpreting
Comprehension materials.
MR Ability to understand basic mathematical concepts
Mathematics and to translate ideas into mathematical notations.
and Reasoning
Mc Ability to understand mechanical principles and to
Mechanics analyze movements.
Mem - Memory Ability to learn and recall terms.
Pat- Patterns Ability to perceive and reproduce simple pattern
outlines.
Pl-Planning Ability to plan, organize and schedule, ability to
foresee problems that may arise and anticipate the
best order for carrying out various steps.
Pre-Precision Ability to do precision work with small objects
speed in linger movements.
Sc-Scales Ability to read scales, graphs, and charts with
speed and accuracy.
Ta-Tables Ability to read tables.
Vo-Vocabulary Ability to choose the right words to convey ideas.

c. Administration
The FIT test is essentially self-administered. The directions and sample exercises
are on the back page. Examinees should be provided with number 2 pencils with
erasers. Examiners should have a stop watch. Time Limits are either 5-15minutes.
Examiner is to make sure that each examinee understands the directions and
completes the samples. The examinee must be sure that the personal information
portion of the cover page is filled out. The examinee should be reminded that no test
booklet is opened until the direction is given, and that everyone stops and closes the
test booklet when told to stop.

Reported by:
Jamie V. Canauay
Psychometric Workshop
(Aptitude & Achievement Test)
1. Distribute test booklets and pencil then say;
2. Fill in the blanks on the left side of the front page of your test booklet
3. Now, turn to the directions on the back page of your test booklet. Read them while
I read aloud (the examiner may say read them and mark the sample problems).
After the directions have been read, allow time for marking sample problems.
4. Ask, Are there any questions? If there are questions explain the directions again.
5. Say, When I tell you to begin, open your test booklet, Ready Begin. Allow
exactly 5-15 minutes then.
6. Say Stop and close your test booklets, then collect the booklets.

Reported by:
Jamie V. Canauay