Psychological Assessment Practical Group 1

APTITUDE TEST (ASSIGNMENT PSYCHOLOGICAL ASSESSMENT PRACTICAL) (GROUP NO.
1)
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APTITUDE TEST (ASSIGNMENT PSYCHOLOGICAL ASSESSMENT PRACTICAL) (GROUP NO.1)
psychological Assessment practical
Submitted to: Ma’am Madiha
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Table of content!
Contents
INTRODUCTION......................................................................................................................... 4
DEFINITION........................................................................................................................... 4
EXPLANATION: .................................................................................................................... 4
Uses of aptitude test ................................................................................................................. 5
Purpose of aptitude test: .......................................................................................................... 5
Aptitude test can evaluate: ....................................................................................................... 6
MAIN BODY:................................................................................................................................ 8
ACHIEVEMENT V/S APPTITUE TESTS: ..................................................................... 8
VARYING APPTITDE TESTS: ....................................................................................... 9
1. Graduate Record Examination (GRE).............................................................................. 9
2. Multidimensional Aptitude Battery (MAB) ................................................................... 11
3. Differential Aptitude Tests (DAT) ................................................................................. 13
4. General Aptitude Test Battery (GATB) ......................................................................... 16
5. Armed Services Vocational Aptitude Battery (ASVAB) ............................................... 19
6. Scholastic Aptitude Test (SAT) ..................................................................................... 22
INDIVIDUAL AND GROUP TEST ............................................................................... 24
ADVANTAGES & DISADVANTAGES ......................................................................... 24
Advantages Of Aptitude Tests ............................................................................................... 24
Disadvantages Of Aptitude Tests .......................................................................................... 25
LIMITATIONS OF APTITUDE TESTS ........................................................................ 25
CONCLUSION: .......................................................................................................................... 26
REFERENCES............................................................................................................................ 26
NOTE: ALL DECORATION

+FORMATTING+COVER PAGE+
INTRODUCTORY PAGE+ CONTENT
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DONE BY ALIZAY ZAHARA
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APTTIUDE TEST
INTRODUCTION
DEFINITION (MEHREEN TUFFAIL 12479)
“An aptitude test is an assessment used

to determine a candidate's cognitive
ability or personality.”
✓ An aptitude test is an exam used to determine an

individual's skill or tendency to succeed in each
activity.
EXPLANATION:
• An aptitude test usually measures homogeneous segment of ability and are often used to
predict future performance. Aptitude refers to the potential for learning or acquiring a
specific skill.
• An aptitude test is a combination of characteristics indicative of an individual’s capacity to
acquire with training, some specific knowledge, skills or set of organized responses, such as
the ability to speak a language, to become a
musician, or to do mechanical work.
• An aptitude test is one designed to
measure a person potential ability in an activity
of a specialized kind and within a restricted
range. Aptitude test are to be distinguished from
those of general intelligence and from tests of
skill or proficiency acquired after training or
experience.
• They should also be distinguishing from
educational achievement tests, which are
designed to measure an individual’s quality and
quantity of learning in a specified subject of
study after a period on instruction.
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What are the different types of aptitude test?
❖ Aptitude tests come in many different forms due to the range of skills required for different
roles. Generally, they fall into two categories: verbal and non-verbal. Common non-
verbal tests such as numerical reasoning or inductive reasoning, assess your ability to
handle numerical data, patterns and problem-solving. Verbal tests such as verbal
reasoning, comprehension and situational judgement tests are focused on your ability to
analyze verbal data and make astute decisions.
An aptitude test can also be:

❖ Reading, writing, and speaking abilities are also involved in aptitude test for various jobs
and student’s scholastic tests for fair judgment of the position or admission.
❖ Aptitude tests consist of multiple-choice questions and are administered under exam
conditions, usually online. They are strictly timed, and a typical test might allow 30
minutes for 30 or so questions. Students or employ with superior aptitude are preferred
for the position.
Uses of aptitude test

1. Admission: Aptitude test can be used in
admitting candidates for various type of
professional training such as engineering,
medicine etc.
2. Guidance: Aptitude test can be used for the
purpose of guidance in selecting subjects for
studying in educational Institutions.
3. Selection for Job: The employer can use
aptitude test for selecting person for jobs.
4. Scholastic Aptitude Test: Scholastic
aptitude test are helpful in giving educational
and vocational guidance to students.
Purpose of aptitude test:
a. Measure an individual’s capacity or potential for performing a given skills or task

b. Used to predict behavior: what the person can do in future
c. There are some of aptitude test: Art aptitude test, Clerical aptitude test, Teacher aptitude test,
Musical aptitude test, medical aptitude test, Scientific aptitude test
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Aptitude test can evaluate:
✓ Abstract reasoning
This is the ability to contextualize information and quickly recognize patterns, a critical
metric for individuals that seeks to enter management.
✓ Spatial visualization:
This section evaluates a candidate’s ability to
manipulate two- and three-dimensional shapes
cognitively.
✓ Leadership abilities
This will show you if the applicant can manage
human resources if placed in an executive role.
✓ Creative skills
This gauges the test taker ability at non divergent
thinking.
✓ Spellings
A further evaluation of the candidate’s linguistic
skills.
✓ Organizational skills
Rate the person skill in managing multiple
dynamic variables.
✓ Mechanical reasoning an understanding
This evaluates the test taker’s ability to
comprehend machine workings cognitively.
Types of Aptitude Tests

1. Educational Aptitude Tests
❖ Some schools administer aptitude
tests to students beginning in
elementary school. Along with
intelligence tests and achievement
tests that measure student mastery
of academic content, aptitude tests
may be used to determine
placement in gifted and talented
programs or other specific
educational tracks.
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❖ For example, the Modern Language Aptitude Test (MLAT) measures a student's potential
for successfully mastering foreign languages. Aptitude tests can also help determine if a
student needs special education services.
❖ For older students, Differential Aptitude Tests (DATs) assess a range of aptitudes from
spatial relations to language usage. The results can help administrators make curricular
recommendations.
❖ Counselors might use high scores in a test in mechanical reasoning, for example, to guide
a student toward courses that prepare them for engineering or designing studies in
college. Students who score well in tests measuring speed, accuracy, and problem-solving
might decide to choose coursework in computer science, finance, or other fields requiring
attention to detail.
2. Career Assessment Tests

❖ Some companies use aptitude tests to help them make hiring decisions. These tests, which are
called career assessment tests, help human resources personnel learn more about a
prospective employee's strengths and weaknesses. Career assessment tests may also be used
within a company for making decisions about promotions.
❖ Situational judgment
tests are a specific kind of
career aptitude test that can
help predict how an
employee might respond to
specific situations in the
workplace. They are also
used to assess an employee's
communication style and
ability to work within a
team.
❖ Some situational
judgment tests focus
specifically on customer
service careers. These tests
analyze personality traits
that are predictive of successful interaction with the public, such as empathy, diplomacy, and
patience. Situational judgment tests may also be used to predict future competency in sales-
related careers.
❖ When you are not sure of what type of job you want or what you want to do next with your
career, a career aptitude test can help you narrow down your job choices and choose a career
path that is compatible with your interests, skills, values, and personality.
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❖ Taking a career test is a little like playing "What do you want to be when you grow up?" with
a twist. The twist is that career tests can give you concrete ideas about what you may be
designed to do rather than just an opportunity to simply ponder what you want to do. It can
help you understand the type and environment of work that will help you thrive as a person.
MAIN BODY:
ACHIEVEMENT V/S APPTITUE TESTS: (IMAAN KHALID 12033)
Similarities
❖ The most significant similarities between an

achievement test and an aptitude test are that
both can be standardized. Results from both
can be used to determine strengths, abilities,
and parts of intelligence in test takers.
Differences
❖ The main difference between achievement

tests and aptitude tests is the way the tests
value previously learned material. The
achievement test specifically assesses a test taker’s mastery of previously learned
material.
❖ However, the aptitude test essentially disregards the information previously learned by
the test taker. In other words, achievement tests measure past learning, and aptitude tests
measure future potential.
❖ Aptitude has traditionally referred to a person’s capacity to profit from further training.
Achievement has referred of the degree of ability already attained.
❖ Aptitude measurement focuses on the future. Achievement measurement focuses on the
past.
❖ Aptitude tests have been devised primarily to measure potential achievement or to predict
the level of future performance. Achievement test used to measure the attained ability.
❖ Aptitude tests focus on competencies acquire from general, informal out of school
experiences. Achievement tests focus more on specific information obtained from
studying school subjects.
❖ Aptitude testing began in business or industrial/organizational context where such a test
was administered for employee selection, placement, and occupational counseling.
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VARYING APPTITDE TESTS:

➢ Hereby we will be discussing varying aptitude tests which are in use and are widely accepted.
1. Graduate Record Examination (GRE)

“The graduate record examination (GRE) is a standardized exam used to measure
one's aptitude for abstract thinking in the areas of analytical writing, mathematics,
and vocabulary. The GRE is commonly used by many graduate schools in the U.S.
and Canada to determine an applicant's eligibility for the program.”
HISTORY OF GRE:
• The GRE was introduced in 1936
by a consortium of four universities and
the Carnegie Foundation for the
Advancement of Teaching. In 1938, the
University of Wisconsin became the first
public university to ask students to take
the GRE.
• The Educational Testing Service
(ETS) was created in 1948 and currently
oversees GRE testing. Initially, the GRE
test included only verbal and quantitative
sections. An analytics and logic section
were later added, but then replaced, after
2002, with the analytical writing
assessment.
• New questions were introduced in 2007, together with fill-in-the-blank style questions in
the math section, while 2008 brought style changes to the reading comprehension
questions. The biggest changes came in 2011, with a new design that includes the current
130-170 scoring scale, doing away with question types, and making the computer
adaptive testing adjustments based on sections and not questions.
• Despite its ubiquity, some universities have begun dropping GRE requirements, amidst
criticism that the exam is unfair and biased, and moreover does not provide a good
prediction of graduate student success or further employment in academia.
EXPLANATION:
• Graduate and professional programs also rely heavily upon aptitude tests for admission
decisions. Many other factors are considered when students are selected for advanced
training, but aptitude test result play very important role in this regard.
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• The GRE today is primarily offered via computer; however, in areas that lack the
appropriate computer networks, a paper-based exam may be given.
• The GRE consists of three key sections designed to measure verbal and quantitative
reasoning, and critical writing skills.
• The verbal reasoning section analyzes the test taker's ability to draw conclusions,
distinguish major and relevant points, and understand words and sentences, among other
things. It’s structured to measure the test taker’s ability to analyze and evaluate written
material. This section also gauges their capacity to process the information they gather
from written material and see and analyze relationships between different parts of
sentences.
• In the quantitative segment, the test taker’s ability to solve problems is measured using
concepts of geometry, data analysis, and algebra. Test takers must solve problems using
mathematical problems and interpret and analyze quantitative data.
• The final section, meanwhile, measures the test taker’s capacity for critical thinking and
analytical writing—in particular, how well they can articulate complex ideas and provide
effective support for those concepts.
• An overall score on the Graduate
Record Examination (GRE) receives
the single highest weighing in the
selection process. The GRE is a
multiple-choice and essay test
widely used by graduate programs in
many fields as one component in the
selection of candidates for advanced
training.
• The GRE is available in different
subjects as Biology, Political
science, Chemistry, Physics,
Psychology, Computer science etc.
but GRE general is designed to
measure verbal, quantitative, and
analytical writhing aptitudes as consists of 3 general tests.
• The verbal section (GRE-V) includes verbal items such as analogies, sentence
completion, antonyms, and reading comprehension. The quantitative section (GRE-Q)
consists of problems on algebra, geometry, reasoning, interpretation of data, graphs, and
diagrams.
• The analytical writing section (GRE-AW) was added in October 2002 as a measure of
higher-level critical thinking and analytical writing skills. This new addition has replaced
a multiple-choice test of analytical thinking.
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SCORING:
• The current score scale for the verbal and quantitative sections is 130-170, scored in one-
point increments. The analytical writing section is scored 0-6 in half-point increments.
• The ETS has provided the mean scores for each section of the GRE based on all test
takers from July 1, 2016, to June 30, 2019, which are as follows
1. Verbal Reasoning: 150.4

2. Quantitative Reasoning: 153.4
3. Analytical Writing: 3.58
USAGE
• The GRE General Test is used broadly by graduate and business schools to screen
applicants. Some schools may require applicants to take GRE Subject Tests, which
measure knowledge in particular fields of study. These subject areas may include physics,
psychology, biology, literature in English, and chemistry.
• Note that GRE Subject Test areas of focus are not always static; tests have been
introduced or discontinued for topics such as computer science and biochemistry, though
the scores from previously taken tests remain reportable.
2. Multidimensional Aptitude Battery (MAB) (SHEEZA ARIF 13479)

✓ The multidimensional aptitude battery (MAB, Jackson, 1984) is recent group intelligence
test designed to be a paper and pencil equivalent of the WAIS-R. The MAB was designed
to produce subtests and factors parallel to the
WAIS-R but employing a multiple-choice
format capable of being computer scored. The
apparent goal in designing this test was to
produce an instrument that could be
administered to dozens or hundreds of persons
by one examiner with minimal training.
✓ The Verbal subscales of the MAB-II were
designed to measure an individual’s fund of
knowledge and comprehension, numerical
reasoning, and problem solving, vocabulary
and certain types of abstract reasoning. The
Performance subtests purport to assess spatial
and perceptual reasoning, the ability to abstract
information in non-verbal tasks, and various skills related to information encoding and
decoding.
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✓ An item that might be found on the MAB-II is one where a 3 X 3 matrix is presented,
with symbols in eight of its cells. The test taker is asked to complete the puzzle by
placing the correct box in the ninth cell,
choosing the answer from eight possible
alternatives. This type of item tests
abstract reasoning, sequencing, and the
ability to perceive parts-whole
relationships.
✓ The MAB was designed to yield
IQ scores with psychometric properties
like those found on the WAIS-R.
Appropriate for examinees from age 16
to 74, the MAB yields 10 subtest scores,
as well as verbal, performance, and full-
scale IQs. Although it consists of original
test items, the MAB is mainly a sophisticated subtest-by-subjects done of the WAIS-R.
The 10 MAB subtests are listed as follows:
Verbal Performance
Information Digital symbol
Comprehension Picture Completion
Arithmetic Spatial
Similarities Picture Arrangement
Vocabulary Object Assembly
✓ The subtests include,

1. Information: Assess general knowledge about diverse topics
2. Comprehension: Assess the ability to analyze social situations and explain why certain
laws and customs are practiced.
3. Arithmetic: Assess the ability to solve numerical problems, reasoning, and problem-
solving abilities.
4. Similarities: Assess the ability to recognize, compare and reason the likeness and
differences between individual objects
5. Vocabulary: Assess the spellings, verbal concepts, and ability to store and retrieve
information appropriately.
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6. Digit Symbol: Assess ability to learn new coding system and using it in context
7. Picture Completion: Assess ability to identify and solve missing elements in picture.
8. Picture Arrangement: Ability to identify a meaningful sequence from a random sequence
9. Object Assembly: Ability to identify an object by solving left-to right sequences of
disarranged segments.
USES OF THE MAB-II:

✓ The MAB-II is used to assess general intellectual ability for employment, educational
planning, and law enforcement purposes. The test has been used in psychological research
into the nature of intelligence and its connection to learning and behavior. MAB
administrations need to be proctored but do not require staffing by personnel with advanced
degrees.
SCORING THE MAB:
✓ The MAB can be hand scored or computer scored. Hand scoring takes approximately ten
minutes and requires the use of four scoring templates. Test scores are transferred from the
test booklet to a record form and are used to generate a report that includes subtest scores,
overall score, and interpretation of findings. Scores are reported as percentiles, standard
scores, or IQs.
RELIABLE AND VALID:

✓ Test-retest reliabilities on separately timed test administrations obtained values for total
scores of .95 for Verbal, .96 for Performance, and .97 for the Full-Scale total scores. The
MAB Full Scale correlation with one widely used IQ measure is .91.
3. Differential Aptitude Tests (DAT)
HISTORY OF DAT:
The original forms (A and B) of the DAT were developed in 1947 to provide an integrated,
scientific, and well-standardized procedure for measuring the abilities of boys and girls in
Grades 8 through 12 for the purpose of educational and vocational guidance. While the tests
were constructed primarily for uses in junior and senior high schools, they have been also in
the educational and vocational counselling of young adults out of school and in the selection
of employees.
The DAT was revised and standardized in 1962 (Forms L and M) and again in 1972 (Forms
S and T).
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1962 revision- directed primarily at making the tests easier to administer and score through
various changes in format and test length and by the elimination of ‘formula scoring’
1972 revision- Retained the earlier changes and in addition substantially updated five of the
eight tests.
Now in its 5th edition, (1992) the test has been periodically revised and stands as one of the
most popular multiple aptitude test batteries of all time (Bennett, Seashore and Weisman,
1982, 1982)
EXPLANATION:
The Differential Aptitude Tests (DAT) is a multiple aptitude test battery designed for
measuring the abilities of boys and girls in Grades 8 through 12 for the purpose of
educational and vocational guidance.
While the tests were constructed primarily for uses in junior and senior high schools, they
have been also in the educational and vocational counselling of young adults out of school
and in the selection of employees. Hand Scoring and Machine scoring. Time 3 to 3 hours 30
minutes for the whole battery.
Principles governing the test construction:
1. Each test should be an independent test

2. The tests should measure power
3. The test battery should yield a profile
4. The norms should be adequate
5. The test material should be practical
Choose among educational and career options (guidance) based on strengths and weakness.
Help an individual understand why they do well or poorly in certain subjects. Counselling
individuals. In employment.
Split-half reliability, the
coefficients were corrected by
the spear man brown formula.
(O.87 to 0.94) for boys. And
(0.80 to 0.94) for girls.
1. Verbal Reasoning 50
items. Maximum possible
raw score = 50. The
examinee must choose from
among 5 pairs of words, the
one pair that best completes
the analogy. The words
used in these items may
come from history,
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geography, literature, science, or any other content area.

2. Numerical Ability 40 items, Maximum possible raw score= 40. It designed to test
understanding in numerical relationships and facility of handling numerical concepts.
The problems are framed in the item type usually called ‘arithmetic computation’ rather
than in what is usually called arithmetic reasoning’.
3. Abstract reasoning 50 items, Maximum possible raw score=50. The abstract reasoning
test is intended as a non-verbal measure of the student’s reasoning ability. The series
presented in each problem requires the perception of an operating principle in the
changing diagrams.
4. Mechanical reasoning 70 items, Maximum possible raw score=70. Each item consists of
the pictorially presented mechanical
situation together with a simply worded
question. The test is useful in those
curricula and occupations where an
appreciation of the principles of common
physical forces is required
5. Space relations 60 items,
Maximum possible raw score=60. The
ability to visualize a constructed object
from a picture of a pattern has been used
frequently in tests of structural
visualization. Similarly, the ability to
imagine how an object would appear if
rotated in various ways has been used
effectively in the measurement of space perception.
6. Spelling and Language usage 100 items for spellings and 60 items for language usage.
Maximum possible raw score for both is 100 and 60 respectively. The language usage
test intended to measure the student’s ability to detect errors in spellings, grammar,
punctuation, and capitalization.
RESULTS / REPORTS.
There are three different reports available for the MAB depending on your needs: Basic
report, Extended report, and Clinical report. Each report provides the raw scores,
standardized scores, age corrected scales, and IQ scores for the Verbal, Performance, and
Full-Scale Batteries. Additional descriptions are provided with the Extended report. The
Clinical report contains additional interpretative information, as well as a graph of subtest
patterns and Verbal/Performance differences.
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4. General Aptitude Test Battery (GATB) (ALIZAY ZAHARA 11265)
HISTORY:
The General Aptitude Test Battery (GATB) is a work-related multiple-ability assessment
developed by the U.S. Employment Service (USES), a division of the Department of Labor.
The following sections review the historical development of the GATB; the primary
characteristics of the most recent measure, the Ability Profiler; and the current usage and
availability of the Ability Profiler.
The USES then examined a set of these tests
through a series of factor analyses, ultimately
identifying 12 tests measuring nine aptitudes.
GATB edition B-1002 comprised these 12
tests and was published in 1947 in two forms
(A and B).
Two additional forms (C and D) were
subsequently published in 1983. State
employment service offices used the GATB
for vocational counseling and applicant
referral, and high schools, technical schools,
universities, labor union apprenticeship
programs, vocational rehabilitation agencies,
and other authorized agencies used the battery for vocational and career counseling.
The result of the revision process comprised GATB Forms E and F, now referred to as
Ability Profiler Forms 1 and 2, respectively.
EXPLANATION:
The test was extensively used and researched in both employee counseling and selection,
especially in state employment
offices. In counseling settings, it was
probably best used in conjunction
with a vocational interest inventory so
that abilities and interests could be
considered simultaneously.
Its use was both widespread
and controversial enough that the
fairness of its uses was studied and
published by the National Academy
of Sciences, as described in Hartigan
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and Widor. The primary issue related to group differences, often a concern for general ability
tests.
Because Whites scored better on the cognitive subtests than did Blacks by approximately one
standard deviation, the National Academy of Science panel called for adjustments to scores
depending on group membership, a highly controversial practice, or the use of within-group
percentile scoring.
Although such a practice is controversial, it eliminates very little of the test’s utility for
predicting job success, yet it provides a more diverse workforce. Also, concern had been
raised over the use of the GATB’s requiring relatively high levels of reading and arithmetic
calculations with educationally and culturally disadvantaged persons.
Furthermore, the original norm groups were limited by being both quite small and entirely
male. The job classification system on which the test was based was also quite dated. The
group differences coupled with the decline in unskilled and clerical positions probably led to
the decision by USES to discontinue publication of the test early in the first decade of this
century.
NINE FACTOR SCORES:

The 12 tests yield a total of 9 factor
scores.
1. Verbal Ability: ability to

understand the meaning of
words and use them effectively
in good communication when
you listen, speak, or write
2. Arithmetic Reasoning: ability
to use several math skills and
logical thinking to solve
problems in everyday situations
3. Computation: ability to use
arithmetic operations of addition, subtraction, multiplication, and division to solve
everyday problems involving numbers
4. Spatial Ability: ability to form pictures of objects in your mind
5. Form Perception: ability to see details quickly and accurately in objects, pictures,
or drawings
6. Clerical Perception: ability to see differences quickly and accurately in detail in
printed material
7. Motor Coordination: ability to coordinate eyes quickly and accurately with hands
or fingers when making precise hand movements
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8. Manual Dexterity: ability to move hands easily and skillfully quickly and
accurately
9. Finger Dexterity: ability to move fingers skillfully and easily.
Test Administration: The GATB is a timed paper-and-pencil test, which takes

approximately two hours & 30 minutes to complete. This test is one of the oldest general mental
ability tests still used today and is considered by some researchers to still be unparalleled by
other tests.
Validity Period: A successful result on the GATB remains valid for a period of three (3)
years. Re-Test Waiting Period: The first time a Candidate does not meet standard with the
GATB, they must wait a period of three (3) months from their test date before they can make
another attempt. Candidates who do not meet standard on subsequent attempts must wait a
period of 6 months before they can test again. Where a successful GATB result is due to expire,
a candidate may rewrite within 2 months prior to the expiry date, or anytime thereafter.
REIABILITY OF TEST:
Stability coefficient – 0.81 (TEMPORAL) To study population over time. This was done to
make most appropriate reliability estimation that reflect stability of measurements over time.
Reliability established for the adapted test by Ashok Dolce test-retest method was used. For first
seven parts coefficient of reliability were computed employees in textile industry. It ranged from
0.51-0.92 with a median coefficient of 0.81.
VALIDITY OF TEST:
▪ Convergent validity ranged

from 0.50-0.89.
▪ Validity ranges from 0.50-0.89
which means not all sub-tests are high
on validity.
▪ Cognitive subtests demonstrated
reasonable construct validity in terms
of convergent validity,
▪ Validity by Ashok Dolce: The
human relations division established
concurrent validity and predictive
validity of the GATB norms.
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SCORING:
There are more than 750 items on GATB altogether. The three steps in obtaining GATB
scores.
I. Calculate the no. of correct items for each of the 12 sub-tests.

II. Convert raw scores to norming population (according to subtest and form of the
GATB used). There is a conversion table for each of the subtest for each form of
GATB.
III. Sum the converted scores into aptitude scores.
The average validity coefficient is 0.62. Hunter (1994) recommends an alternative strategy
based on composite aptitude. The nine specific factor scores combine nicely into 3 general
factors i.e., Cognitive, Perceptual, Psychomotor.
Applications of The General Aptitude Test Battery (GATB)
1. Screening tool for recruitment.

2. Vocational guidance.
3. Preliminary career exploration.
4. Research purposes.
Critical Analysis of The General Aptitude Test Battery (GATB)
GATB has been looked up for being one of the best aptitude measures overtimes.
It is too lengthy and tiring.
Various forms A, B (3), C, D, E, F have been revised. But everywhere a single and last
updated form is not used. So, there should be consistency among the test usage
5. Armed Services Vocational Aptitude Battery (ASVAB)
HISTORY:
The military has used aptitude tests since
World War I to screen people for military
service.
In 1917-1918, the Army Alpha and Army
Beta tests were developed so that military
commanders could have some measure of
the ability of their personnel. The Army
Alpha was a group-administered test that
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measured verbal ability, numerical ability, ability to follow directions, and knowledge of
information. The Army Beta was a non-verbal counterpart to the Army Alpha. It was used
to evaluate the aptitude of illiterate, unschooled, or non-English speaking draftees and
volunteers.
The Army General Classification Test (AGCT) and the Navy General Classification Test
(NGCT) were used in World War II in place of the Army Alpha and Army Beta tests. The
AGCT was described as a test of
general learning ability and was used by
the Army and Marine Corps to assign
recruits to military jobs. Some 12
million recruits were tested using the
AGCT during World War II. The
NGCT was used by the Navy to assign
recruits to military jobs. Some three
million sailors were tested using the
NGCT during World War II.
In 1950, the Services returned to
a single test, the Armed Forces
Qualification Test (AFQT).
The new AFQT was modeled after the AGCT. However, unlike the AGCT and the Army
Alpha and Army Beta, the AFQT was specifically designed to be used as a screening
device. Thus, the AFQT was established to (a) measure examinees’ general ability to absorb
military training within a reasonable length of time, and (b) provide a uniform measure of
examinees’ potential usefulness in the military. The AFQT was used by all the Services
through 1972.
Whereas the AFQT was used to identify military applicants who had a reasonable
probability of success in service, other Service-specific tests were required to classify them
into jobs. The Army Classification Battery, the Navy Basic Test Battery, and the Airman
Qualification Examination, just to name a few, were used for classification purposes from
the late 1950s to the mid-1970s.
EXPLANATION:
The first ASVAB (Armed Services
Vocational Aptitude Battery) was introduced
in 1968 as part of the Student Testing
Program. In 1973, the Air Force began using
the ASVAB, followed by the Marine Corps
in 1974. From 1973-1975, the Navy and
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Army used their own test batteries for selection and classification.
In 1974, the Department of Defense decided that all Services should use the ASVAB for
both screening enlistees and assigning them to military occupations. Combining selection
and classification testing made the testing process more efficient. It also enabled the
Services to improve the matching of applicants with available job positions and allowed job
guarantees for those qualified.
In 1976, the ASVAB was first used by all of the Services for selection and classification.
Since 1976, a variety of content changes have been introduced to the test.
You’ve heard taking the Armed Services Vocational Aptitude Battery (ASVAB) is your
ticket to a great U.S. military career. If you’re serious about joining the military, then it’s
time also to get serious about taking the ASVAB by using ASVAB practice tests.
What is the ASVAB test? The ASVAB is a timed, multi-aptitude test, which is given at
more than 14,000 schools and Military Entrance Processing Stations (MEPS) nationwide
and is developed and maintained by the Defense Department (DoD).
VERSIONS OF ASVAB:
The Armed Services Vocational
Aptitude Battery serves many
purposes and comes in three
forms; each is targeted to different
needs. In addition, each ASVAB
has different benefits and
limitations. The ASVAB versions
are:
1. The CAT-ASVAB
(Computerized adaptive
testing)
2. The MET-site ASVAB
(Mobile examination test)
3. The Student ASVAB
COMPOITE SCORES:
Murphy (1984) this test heavily relies upon seven composites:
1. Academic Ability: Word knowledge, Paragraph comprehension, Arithmetic

reasoning.
2. Verbal: Word knowledge, Paragraph comprehension, General science.
21
3. Math: Mathematical knowledge and reasoning.

4. Mechanical and crafts: Arithmetic reasoning, mechanical comprehension, Auto
and shop information, electronic information.
5. Business and Clerical: Coding speed, word knowledge, paragraph comprehension,
mathematics knowledge.
6. Electronic and electrical: Electronic information, general science, Mathematics
knowledge.
7. Health, Social, Technology: Word knowledge, Mathematics knowledge,
Mechanical comprehension.
REE and Caretta (1994) advocated three composite scores of ASVAB, these three
composites are as below:
1. Speed: Numerical
operation and coding speed
2. Verbal/Math:
Arithmetic operation, verbal
knowledge, paragraph comprehension
3. Technical Knowledge:
General knowledge, Auto, and shop
information.
Your Armed Forces

Qualification Test (AFQT) score
specifically determines whether you are
eligible for enlistment in the military.
Each branch has a different minimum
AFQT score requirement.
6. Scholastic Aptitude Test (SAT) (FARIHA NADEEM 11710)
History:
❖ It is the oldest college admission test Since 1926 and it's scoring, and name have changed
several times. The SAT is published by the college board which was formerly known as the
College entrance examination board. The test had the section of definitions, arithmetic,
antonyms, number series, paragraph reading and analogies. In 1928 the number of verbal
sections was reduced to 7.
22
❖ Current: The scholastic test was known as scholastic aptitude test. Current SAT was
introduced in 2005.
❖ The mathematics section was expanded, and the name of the verbal section was changed to
the critical reading section.
❖ It takes 3 hours and 45
minutes to complete.
Critical reading requires 70
minutes and there are no
analogies. Math’s requires
70 minutes. And writing
requires 60 minutes.
❖ All the questions on the
evidence-based reading and
writing section of the SAT
are multiple-choice with
four answer choices. The
math section is mostly
multiple choice, but it also
includes thirteen free-response questions where you have to come up with the answer on your
own. And of course, there's also the essay. The essay used to be required and part of the
writing section, back when the SAT had a writing section. Now it's totally separate and
optional. Some colleges require it, and others don't.
❖ It measures their ability to analyze and solve problems by applying what they've learned in
school.
❖ SAT consists of SAT-I and reasoning test and SAT-II Subject Tests. Reasoning tests consist
of verbal reasoning and mathematical reasoning.
❖ SAT focuses on college success skills.
1. Critical reading.
2. Mathematics
3. Writing.
❖ Critical Reading time specification is 70 minutes. There are no analogies. It generally tests
the student's vocabulary and understanding of sentence structure.
❖ Mathematics time specification is 70 minutes. There are no quantitative comparisons. Test
program allows students to use Calculators. Writing Time specification is 60 minutes.
Multiple choices measure the student’s understanding of how to use language in a clear
consistent manner, how to revise and edit, and how to recognize an error in a sentence. Essay
writing measures the student’s use of language and logical presentation of ideas
23
INDIVIDUAL AND GROUP TEST
ADVANTAGES & DISADVANTAGES
Advantages Of Aptitude Tests (SUNAINA JAMIL 13580)
1. Standardization
Aptitude tests are standardized and are great for the reliability and validity of results.
Hence, it is difficult to challenge the results of an aptitude test, making it practical to use during
the recruitment process.
2. Cost-effective
It is easy to administer aptitude tests, as they are outsourced and carried out on laptops and
computers. It also accelerates the grading process and expedites the recruitment process for a company.
24
3. Analysis of the individual

An aptitude test will determine an individual’s weaknesses, which will help a company
and a school to determine to improve those specific skills. the training programs needed to implement for
individuals
Disadvantages Of Aptitude Tests

1. Test anxiety
Many candidates experience anxiety before tests, which can cause stress and turn into
psychosomatic illnesses. The symptoms of the illness include increased blood pressure, dizziness, and
shortness of breath. The physical and mental symptoms of stress can hinder an individual’s ability to
perform on an aptitude test.
2. Incomplete assessment
An aptitude test does not paint the full picture: just because a candidate does well on the
aptitude test does not mean they will perform well in the real world when a particular situation arises.
3. No consideration of soft skills

Aptitude tests are designed in a certain manner that prevents a candidate from
demonstrating their soft skills, and soft skills are an equally important part of a successful candidate.
Limitations Of Aptitude Tests

Aptitude tests have the following limitations:
a. The physical, social, and emotional
environment of the pupil is often different
from the actual environment in the job or in
college. This reduces the predictive value of
aptitude test.
b. An aptitude test gives us a prediction of
the probability only. There is never any
certainty that predictions will always come
true. It is noticed that brilliant students
sometimes fail to top the list while an average
student who was initially not doing well may

top the list.
c. Various factors contribute to success in a
course or career. Aptitude is not the sole
factor for success in a course or career.
25
d. With technological advancements and organizational changes, job descriptions and

requirements are also changing. New types of jobs are evolving. Unless aptitude tests
change according to the organization’s evolving needs, existing tests may not be of much
help.
Conclusion: (ALIZAY ZAHARA 11265)

While concluding the assignment it is stated that all tests have advantages and disadvantages and
at the same time, they have limitations and strengths, so is for aptitude test. These tests are
widely used in all walks of life as they are concerned with future performance, they provide you
with scores that predicts one’s capability to perform in later times within a vocational setting or
job or career domains. Most of the tests mentioned in our assignment are the most common one’s
there are still other tests relation to organizational domains. These tests have enough validity and
reliability according to the requirement and these are even useful in research purposes, moreover
they relate one’s present scores to some external criteria and predicts future performance.
References
https://www.theclassroom.com/achievement-vs-aptitude-tests-5607096.html
http://career.iresearchnet.com/career-assessment/general-aptitude-test-battery-gatb/
https://iqtestprep.com/multidimensional-aptitude-battery-ii/
https://www.sigmaassessmentsystems.com/assessments/multidimensional-aptitude-battery-ii/
https://www.careershodh.com/differential-aptitude-test-dat/
https://www.slideshare.net/MuhammadMusawarAli/the-differential-aptitude-test-dat-149123951
26

Psychological Assessment Practical Group 1

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APTITUDE TEST (ASSIGNMENT PSYCHOLOGICAL ASSESSMENT PRACTICAL) (GROUP NO.

psychological Assessment practical

Submitted to: Ma’am Madiha

NOTE: ALL DECORATION

DEFINITION (MEHREEN TUFFAIL 12479)

“An aptitude test is an assessment used

✓ An aptitude test is an exam used to determine an

What are the different types of aptitude test?

An aptitude test can also be:

Uses of aptitude test

Purpose of aptitude test:

a. Measure an individual’s capacity or potential for performing a given skills or task

Aptitude test can evaluate:

Types of Aptitude Tests

2. Career Assessment Tests

ACHIEVEMENT V/S APPTITUE TESTS: (IMAAN KHALID 12033)

❖ The most significant similarities between an

❖ The main difference between achievement

VARYING APPTITDE TESTS:

1. Graduate Record Examination (GRE)

1. Verbal Reasoning: 150.4

2. Multidimensional Aptitude Battery (MAB) (SHEEZA ARIF 13479)

✓ The subtests include,

USES OF THE MAB-II:

RELIABLE AND VALID:

3. Differential Aptitude Tests (DAT)

1. Each test should be an independent test

geography, literature, science, or any other content area.

4. General Aptitude Test Battery (GATB) (ALIZAY ZAHARA 11265)

NINE FACTOR SCORES:

1. Verbal Ability: ability to

Test Administration: The GATB is a timed paper-and-pencil test, which takes

▪ Convergent validity ranged

I. Calculate the no. of correct items for each of the 12 sub-tests.

Applications of The General Aptitude Test Battery (GATB)

1. Screening tool for recruitment.

Critical Analysis of The General Aptitude Test Battery (GATB)

5. Armed Services Vocational Aptitude Battery (ASVAB)

1. Academic Ability: Word knowledge, Paragraph comprehension, Arithmetic

3. Math: Mathematical knowledge and reasoning.

Your Armed Forces

6. Scholastic Aptitude Test (SAT) (FARIHA NADEEM 11710)

INDIVIDUAL AND GROUP TEST

ADVANTAGES & DISADVANTAGES

Advantages Of Aptitude Tests (SUNAINA JAMIL 13580)

3. Analysis of the individual

Disadvantages Of Aptitude Tests

3. No consideration of soft skills

Limitations Of Aptitude Tests

student who was initially not doing well may

d. With technological advancements and organizational changes, job descriptions and

Conclusion: (ALIZAY ZAHARA 11265)

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