Compilation of Structured Tests PDF

STRUCTURED TESTS TABLE OF CONTENTS 1. OTIS-LENNON SCHOOL ABILITY TEST (OLSAT) 2. DIFFERENTIAL APTITUDE TEST (DAT) 3. CULTURE FAIR INTELLIGENCE TEST (CFIT) 4. MD5 MENTAL ABILITY TEST 5. PURDUE NON-VERBAL TEST 6. PANUKAT NG KAT...

STRUCTURED TESTS TABLE OF CONTENTS 1. OTIS-LENNON SCHOOL ABILITY TEST (OLSAT) 2. DIFFERENTIAL APTITUDE TEST (DAT) 3. CULTURE FAIR INTELLIGENCE TEST (CFIT) 4. MD5 MENTAL ABILITY TEST 5. PURDUE NON-VERBAL TEST 6. PANUKAT NG KATALINUHANG PILIPINO 7. WATSON-GLASER CRITICAL THINKING APPRAISAL (W-CGTA) 8. WECHSLER ADULT INTELLIGENCE SCALE (WAIS-R) 9. WECHSLER INTELLIGENCE SCALE FOR CHILDREN (WISC-IV) 10. EMOTIONS PROFILE INDEX (EPI) 11. 16 PERSONALITY FACTORS TEST (16PF) 12. GUILFORD-ZIMMERMAN TEMPERAMENT SURVEY (GZ) 13. MYER-BRIGGS TYPE INDICATOR TEST (MBTI) 14. EDWARD’S PERSONAL PREFERENCE SCHEDULE (EPPS) 15. MINNESOTA MULTI-PHASIC PERSONALITY INVENTORY (MPPI-2) Any content of this material is solely used for educational purposes only. Unauthorized reproduction, and utilization of this material is strictly prohibited as per RA 10029.  OTIS–LENNON SCHOOL ABILITY TEST (OLSAT) Arthur S. Otis and Roger Lennon History of the OLSAT The name Otis-Lennon reflects the surnames of two people: (i) the "pre-OLSAT" developer of the original test, Arthur Sinton Otis, Ph.D. (who died before OLSAT was published) and (ii) the test editor and publishing executive, Roger Thomas Lennon, Ph.D., who adopted and marketed Otis' concepts as a school ability test. Otis (28 July 1886–1 January 1964) is best known for the multiple-choice intelligence tests he developed for the U.S. Army. As a doctoral student under Lewis Terman in 1917 he developed the group-administered tests titled the Army Alpha (for literates) and the Army Beta (for illiterates). Otis developed it to improve cost and time efficiency as compared to one developed by Alfred Binet (1857–1911), which was individually administered. Given in multiple-choice format and administered in groups, 1.7 million World War I recruit took the Army Alpha test. The results were published in 1921 and included the relative performance of recruits of different national origins. Many historians credit Fredrick James Kelly, Ph.D.,(1880–1959) of the University of Kansas, for inventing the multiple-choice format (also known as Multiple Choice Questions or MCQ) in 1914. However, Otis was the first to use it on a large scale in the Army Alpha test. Otis was also a major contributor as a test editor for the World Book Company, which later became part of Harcourt Brace Jovanovich. World Book Company is not related to World Book, Inc., the Chicago-based publisher of encyclopedias. The OLSAT was first published by Harcourt in 1979. Lennon (1916–1986) was an executive and head of the testing division of Harcourt Brace Jovanovich as well as a chairman of one of its subsidiaries, The Psychological Corporation. Later he became a senior vice president of the publishing house. He retired in 1981 as associate to the chairman. Brief Biography of the Authors Arthur S. Otis (deceased), formerly a development specialist with the U.S war Department director, divisions of tests researched and service, world book company; author of several books and numerous journal articles dealing with educational measurement and statistics; author of the Otis Group Intelligence Scale, Otis Self-administering tests of M.A., Otis Employment Tests, Otis Quick Scoring Mental Ability Tests and other tests and statistical devices. Roger T. Lennon, Measurement advisor, Harcourt Brace Jovanavich, Inc.; formerly president and chairman; the pupil performance. Background of the Test The Otis-Lennon School Ability Test Eighth Edition contains material from the Sixth and Seventh Editions as well as new material and takes on a psychometric approach. The series of tests began in 1918 with the Otis Group Intelligence Scale. (Destefano, 2004) This test is used to measure abstract thinking and reasoning capabilities. The test is made up of seven levels which are A through G. The Otis-Lennon School Ability Test is used for students in kindergarten through grade 12. Any content of this material is solely used for educational purposes only. Unauthorized reproduction, and utilization of this material is strictly prohibited as per RA 10029.  Students in Kindergarten are tested on Level A, students in first grade are tested on Level B, students in second grade are tested on Level C, students in third grade are tested on Level D, students in fourth to fifth grade are tested on Level E, students in sixth to eighth grade are tested on Level F, and students in high school are tested on Level G. (Pearson Assessments, 2012) The test is in a multiple choice format and is comprised of both verbal and nonverbal items. The Otis-Lennon School Ability Test is set up more like a standard “test” compared to the Stanford-Binet Intellectual Scale Fifth Edition. The five groups of material which are tested are Verbal Comprehension, Verbal Reasoning, Pictorial Reasoning, Figural Reasoning, and Quantitative Reasoning. At each level the items are ordered in regard to specific criteria. In the lower levels, A to C, items of difficulty is found in between easier questions as to not discourage younger students. This helps the students who are not used to taking tests become more comfortable with the process. Level D contains a portion of the test where figural and verbal questions are ordered according to difficulty levels. Within other portions of Level D, and throughout Levels E to G, items are ordered in a spiral omnibus format. (Destefano, 2004) The 8th edition of the OLSAT is currently being used and the 9th edition of the OLSAT is soon to be released. With the historical reference of the OLSAT test: 1st edition — Otis-Lennon School Ability Test (published August 13, 1979) 2nd edition — Otis-Lennon School Ability Test (published September 10, 1982) 6th edition — Otis-Lennon School Ability Test (published November 15, 1988) 7th edition — Otis-Lennon School Ability Test (published October 23, 1995) 8th edition — Otis-Lennon School Ability Test – currently being used Purpose The Otis-Lennon School Ability Test series was designed to provide an accurate and efficient measure of the abilities needed to acquire the desired cognitive outcomes of formal education. This complex of abilities, sometimes designated “Scholastic Aptitudes”, is what is intended by the term “School ability”. Uses of the Test 1. For the assessment of the examinees’ ability to cope successfully with school learning tasks. 2. For the evaluation of their achievement in relation to the talents they bring to school learning situations. 3. For the classification of students for school learning functions. Basic Concepts The Otis-Lennon School Ability Test (OLSAT) is a measure of abstract thinking and reasoning ability of children pre-K to 18. It is a group-administered (except preschool), multiple choice, computer-scored IQ test that measures verbal, quantitative, and spatial reasoning ability. The OLSAT is intended to test memory, speed of thought and ability to see relationships and patterns. assesses a student's cognitive (e.g., verbal, nonverbal and quantitative) abilities that relate to his or her academic success providing educators with invaluable information in order to enhance insights gained from traditional achievement tests. Any content of this material is solely used for educational purposes only. Unauthorized reproduction, and utilization of this material is strictly prohibited as per RA 10029.  Schools often use the OLSAT as a tool for admission into schools and programs for gifted and talented children or to measure scholastic achievement across all ages. Theoretical Background Arthur Sinton Otis and publishing executive and editor, Roger Thomas Lennon designed the OLSAT based of two theories: The Vernon’s Hierarchical Theory of Intelligence and Guilford’s Structure of Intelligence. Vernon’s Hierarchical Theories of Intelligence Philip Ewart Vernon's theory proposes the general factor “G” at the top of the hierarchy. Below this factor are two groups of factors, the v:ed and k:m. The former refers to verbal-educational abilities of the kinds measured by conventional tests of scholastic abilities. The latter refers to spatial-mechanical abilities. Guilford’s Structure of Intellect In Guilford's Structure of Intellect Theory proposed by Joy Paul Guilford, intelligence is viewed as comprising operations, contents, and products. There are 5 kinds of operations (cognition, memory, divergent production, convergent production, evaluation), 6 kinds of products (units, classes, relations, systems, transformations, and implications), and 5 kinds of contents (visual, auditory, symbolic, semantic, behavioral). Since each of these dimensions is independent, there are theoretically 150 different components of intelligence. Guilford researched and developed a wide variety of psychometric tests to measure the specific abilities predicted by SI theory. These tests provide an operational definition of the many abilities proposed by the theory. Furthermore, factor analysis was used to determine which tests appeared to measure the same or different abilities. Materials Testing Materials Needed Schools were instructed to secure their Directions for Administering for both tests last school year. Secure test booklets and non-secure answer documents have been ordered by R&P based on school enrollment. Pre-ID labels for answer documents will be ordered to minimize hand-bubbling of answer documents. Materials Needed by Students Grade 3 Practice Test (given previously – may be sent home) Test booklet (students answer in their booklet and demographic information goes on the back page) No. 2 pencils Any content of this material is solely used for educational purposes only. Unauthorized reproduction, and utilization of this material is strictly prohibited as per RA 10029.  Grade 6 Test Booklet Answer Document No. 2 pencils Instructions/ Procedures Test Administrator A. The person responsible for administering OLSAT 8 does not need special training but must be able to carry out standard examination procedures. B. To ensure accurate and reliable results, the examiner must become thoroughly familiar with testing procedures before attempting to administer the test. C. The testing schedule must be followed closely. Scheduling the Test A. Part I and Part II includes distributing test booklets, having students enter their names in them, and going over Part I samples with students (approximately 10 minutes). B. Part III is the third sitting and includes distributing test booklets and going over Part 3 samples with students (approximately 10 minutes); then test administration of items 25-40; approximately 10 minutes, and items 41-60 (approximately 15 minutes). C. The test can be split up into two (2) days. About Machine-Scorable Booklets A. Important- crayons, ink, or colored pencils are NOT to be used on the cover or on any page of a machine-scorable booklet. B. Physical Condition. Booklet pages cannot be scored it they have been stapled, torn, or otherwise mutilated. Pages must NOT be folded back during testing. Note: Keeping test materials in good condition helps to ensure accurate scoring. Pre-Test Administration A. Familiarize yourself with the test materials by reading through directions in the test administration book carefully (and take the test). B. Provide satisfactory physical conditions in the room where the test is to be given. Post a “Testing – Do Not Disturb” sign on the door. C. There should be one proctor for every 25 students Test Administration A. In working with students on the sample items, spend as much time as is necessary for them to understand what they are to do and how they are to mark their answers. If the need arises, repeat the sample directions, and redo the sample items. Never make up your own samples. Official directions may only be read one time. B. Directions may be given in the student’s first language if necessary one time. C. Encourage students who begin to slow down or who give up. To begin the test, Any content of this material is solely used for educational purposes only. Unauthorized reproduction, and utilization of this material is strictly prohibited as per RA 10029.  Today you are going to do an exercise with different kinds of problems. I will give each of you an answer folder first. When you get it, leave it on your desk. Do not write anything on it until I tell you what to do. We will fill out some of the information on this page. Do not mark in any sections except the ones I tell you to. You will leave some sections blank. Look at the section at the top of the page, where it says "Student Name" On the line for "Student Name," carefully print your last name, then your first name and middle initial. On the other lines, fill in the rest of the information called for teacher, school, district, gender, grade, and your date of birth. Does anyone have a question? Look at the section labeled "Last Name". In the white boxes, carefully print your last name, putting just one letter of your last name in each bow. If your name does not fit, write as many letters of it as there are boxes. Are there any questions? Beneath each box in which you wrote a letter of your last name fill in the circle that has the same letter. For each box you left empty, fill in the empty circle at the top of the column. For example, if your last name were Lee, you would fill in circle "L" in the first column circle "E" in the second column, circle "E" in the third column, and the empty circle at the top of each of the other columns. Does everyone understand what to do? To the section labeled "First name," print your first name in the boxes, just as you did for your last name. If your name does not fit, write as many letters of it as you can. Now, beneath each box in which you wrote a letter of your first name, fill in the circle that has the same letter as you wrote in the box. For each box in which you did not write a letter, fill in the empty circle at the top of the column. In the column labeled "MI", write the first letter of your middle name. The fill in the circle with the same letter. If you do not have a middle name, fill in the empty circle at the top of the column. Now find the box labeled "Date of Birth," In the section labeled "Month," find the circle for the month of your birthday and fill in it. The next section is labeled "Day," In the white boxes, write the day of the month on which you were born, putting one number in each box. If your birthday is the 1 st through the 9th of the month, write "zero" in the first box and the correct number in the second box. Now fill in one circle in each column. If your birthday is the 1st through the 9th of the month, fill in the zero circles in the first column and the correct number in the second column. If your birthday falls on the 10th through the 19th of the month, you will in the "I" circle in the first column and the correct circle in the second column. Does anyone have a question? The next section is labeled "Year." In the white boxes, write the last two digits of the year in which you were born. Fill in the correct circle for the first two digits and the circles for the last two digits for the year you wrote in. Now find the box labeled "Gender." Fill in the circle next to "Female" if you are a girl or the circle next to "Male" if you are a boy. Next to that is the box labeled "Grade." Fill in the circle next to your grade. Now find the box labeled "Level" and "Form" In the box labeled "Level," fill in the circle next to ____. In the section labeled "Form," fill in the circle next to the letter ____. SAY Now open your answer folder. On the right-hand side, near the bottom of the page, find the words Otis-Lennon School Ability Test. Next to that, in the box labeled Level” fill in the next circle next to the letter _____. Any content of this material is solely used for educational purposes only. Unauthorized reproduction, and utilization of this material is strictly prohibited as per RA 10029.  (Have students mark the level of OLSAT you are administering.) Pause while students finish. When you are ready, go to page 20 of these directions, where you see the asterisk, and begin test administration SAY Today you are going to do an exercise with different kinds of problems. I will give each of you an answer document. When you get it, leave it on your desk. Do not write anything on it until I tell you what to do. SAY We will fill out some of the information on this page. Do not mark in any sections except the ones I tell you to. You will leave some sections blank. Look at Section A at the top of the page, where it says Student Name.” On the line for “Student Name,” carefully print your name, then your first name and middle initial. SAY On the other lines, fill in the rest of the information called for – teacher, school, district, gender, grade, and your date of birth. Does anyone have a question? SAY Look at the section labeled “Last Name.” In the white boxes, carefully print your last name, putting just one letter of your last name in each box. If your name does not fit, write as many letters of it as there are boxes. Are there any questions? SAY Beneath each box in which you wrote a letter of your last name, fill in the circle that has the same letter. For each box you left empty, fill in the empty circle at the top of the column. For example, if your last name were Lee, you would fill in circle “L” In the first column, circle “E” in the second column, circle “E” in the third column, and the empty circle at the top of each of the….. SAY Find the section labeled “Level” and “Form,” In the box labeled “Level,” fill in the circle next to the letter _____. SAY In the section labeled “Form,” fill in the circle next to the number _____. SAY In the box labeled “Grade,” fill in the correct circle next to your grade. SAY Now look at the box labeled “Date of Birth.” In the section labeled “Month,” find the circle for the month of your birthday and fill it in. SAY The next section is labeled “Day.” In the white boxes, write the day of the month on which you were born, putting one number in each box. If your birthday is the 1st through the 9th of the month, write “zero” in the first box and the correct number in the second box. Now fill in one circle in each column. If your birthday is the 1st through the 9th of the month, fill in the zero circle in the first column and the correct number in the second column. If your birthday falls on the 10th through the 19th of the month, you will fill the “1” circle in the first column and the correct circle in the second column. Does anyone have a question? Any content of this material is solely used for educational purposes only. Unauthorized reproduction, and utilization of this material is strictly prohibited as per RA 10029.  SAY The next question is labeled “Year.” In the white boxes, write the last two digits of the year in which you were born. Then fill in the correct circle for the first two digits and the circles for the last two digits for the year you wrote in. when you are finished, turn your answer document over. SAY Today you are going to do an exercise with different kinds of problems. I will give each of you an answer document. When you get it, leave it on your desk. Do not write anything on it until I tell you what to do. SAY Look at your answer document. There are spaces for today’s date, your name, your teacher’s name your school, date of birth, gender, grade, and age in years an months. print today’s date o n the top line. SAY Now carefully print your first and last name. Scoring and Interpretation Interpretation Raw scores from the Otis-Lennon School Ability Test convert little information concerning the level quality of Average 104-111 60-76 6 96-103 40-59 5 88-95 23-9 4 Below average 80-87 11-22 3 72-79 4-10 2 Low 71 below 4 below 1 Evaluation Test reliability reflects the decision of the test as a measuring instrument that is the extent to which chance factors affect test results. Reliability or consistency of measurement is most often indicated by a correlation coefficient or by a standard error of measurement expressed in units as points of raw score or SAI. Norms a. Norms for Performance by Age. One meaningful frame of reference for interpretation of scores earned on the Otis-Lennon tests is the pupil’s chronological age group. When his test score is compared with the scores earned by the pupils of similar chronological age tested in the standardization program, the Deviation IQ (DIQ) and its associated percentile-rank and stanine equivalent supply to the teacher, counselor, or administrator an indication of his level of performance Deviation IQs. The Otis-Lennon Deviation IQ (DIQ) is, in effect, a normalized standard score with a mean of 100 and a standard deviation of 16 points. The DIQ is an index of the pupil’s relative brightness when he is compared with pupils of similar chronological age, regardless of grade placement. The Otis-Lennon Deviation IQ (DIQ) reflects at a given point in time, the Any content of this material is solely used for educational purposes only. Unauthorized reproduction, and utilization of this material is strictly prohibited as per RA 10029.  pupils ability to deal with abstract relationships involving the manipulation of ideas expressed in verbal, numerical, figural, or symbolic form. Percentile ranks and stanine. For proper score interpretation, it is recommended that the DIQ be converted to its corresponding percentile rank and stanine equivalent using the appropriate table provided in the norms booklet. b. Norms for Performance by Grade. A second general frame of reference form the interpretation of scores earned on the Otis-Lennon tests is the pupil’s grade group. The grade percentile-rank and stanine scores indicate the level of pupil performance when his test score is compared with the scores earned by pupils who were at the same grade level in the standardization sample. Percentile Ranks and Stanines. Grade percentile rank and stanine conversion tables appear in the norms booklet and can be read directly from the pupil’s obtained raw score at each grade level, these norms were developed for two different times of the school year. Norms for the 1st half of the year should be used for testing from September to January; norms for the 2nd half of the year should be used for testing from February to June. Evaluation. Norms for all levels of the Otis-Lennon battery were obtained on a carefully chosen representative sample of over 200,000 pupils in 100 school systems drawn from all 50 states. Issues Regarding the Test (Strengths and Limitations, Criticisms) Criticisms Accuracy The fact that the OLSAT is easier and less expensive to administer than an IQ test, such as the Stanford Binet V or the Wechsler Intelligence Scale for Children, makes it more accessible; but its accuracy at higher levels is less reliable. Test environment Preschoolers taking the OLSAT for gifted and talented (G&T) kindergarten programs are more likely to be aware that they are taking a test. For that particular age, the test is given one-on-one. The test is presented in a multiple choice format, and either the child fills in the "bubble" or the tester does it for them. By contrast, many psychological, intelligence, and school ability tests (or assessments) are administered by psychologists who discreetly take notes while conducting introspective thinking activities. Under these conditions, the child is often unaware of being evaluated. Test format for preschoolers Some testing scholars have published concerns over whether the multiple-choice aspect of testing encourages guesswork over independent thinking. Preparing for the test For the 2007–08 school-year, New York City began using the OLSAT to infer gifted pedagogical needs of public school children entering kindergarten through 3rd grade. Preschools – and a cottage industry of test preparation companies – soon thereafter began offering OLSAT test-preparation. OLSAT attempts to infer "school ability" for a particular Any content of this material is solely used for educational purposes only. Unauthorized reproduction, and utilization of this material is strictly prohibited as per RA 10029.  grade. In New York City, a preschooler being screened for a gifted pedagogy at the kindergarten level would simply be assessed using the OLSAT that measures kindergarten scholastic ability. OLSAT test preparation programs for preschoolers have essentially incorporated an OLSAT oriented kindergarten curriculum. References: http://en.wikipedia.org/wiki/Otis–Lennon_School_Ability_Test (last modified on 26 October 2013) http://www.brighthubeducation.com/student-assessment-tools/2577-what-is-the-otis-lennon- school-ability-test/ (updated: 4/5/2012) http://www.testingmom.com/olsat-test-otis-lennon-school-ability-test/ ( Copyright © 2013 TestingMom.com) Any content of this material is solely used for educational purposes only. Unauthorized reproduction, and utilization of this material is strictly prohibited as per RA 10029.  DIFFERENTIAL APTITUDE TEST (DAT) George K. Bennett, Harold G. Seashore, and Alexander G. Weisman DEFINITIONS FOR APTITUDE Aptitude is a condition or set of characteristics regarded as symptomatic of an individual’s ability to acquire with training some usually specified knowledge, skill or set of responses. (Bingham) Aptitude is a measure of the probable rate of learning which results in interest and satisfaction and is relatively specific & narrow. (Van Dusen) Aptitude means a natural ability, natural skills or talent. HISTORY In early research, aptitude was defined as the „capability of learning a task‟. This depends to a large extent on some combination of the characteristics of the learner (Carroll, 1981 cited in Ellis, 2000). The word aptitude is derived from the word Aptos which means ‘fitted for’. According to Bingham “Aptitude is a condition or set of characteristics regarded as symptomatic of an individual’s ability to acquire with training some usually specified knowledge, skill or set of responses. Such as the ability to speak a language, to produce music. Aptitude is a measure of the probable rate of learning which results in interest and satisfaction and is relatively specific & narrow” [Van Dusen]. The differential aptitude tests (DAT) are the latest genre of career aptitude tests. It is realized that general aptitude tests are not such powerful to help in screening candidates for all jobs. The differential Aptitude Test (DAT) battery follows the theory that different individuals have varying levels of interest and intelligence in different fields. Some may be good at math but bad in verbal reasoning. Some may architect language excellently but may be very bad in calculations. The variety of human society in aptitudes generates a balance. However, the total score of general aptitude tests can’t make a true calculation of different kinds of aptitudes. On the other hand, the aptitude tests offered by the individual employers are two specific to measure all out potentials. A Differential Aptitude Test measures all kinds of aptitude separately. No doubt the test is scored both individually and collectively, but individual scores are given much bigger weight. It is an integrated battery of guidance tests. It was developed by George K. Bennett, Harold G. Seashore and Alexander G. Weisman in 1947 to provide an integrated, scientific and well standardized procedure for measuring the abilities of boys and girl in grades eight through guidance. While tests were constructed primarily for use in junior and senior high schools they have been used also in the educational and vocational counseling of young adults out of school and in the selection of employees. The Differential Aptitude Tests were developed and were re-standardized as an integrated battery. The standardization of all eight tests is based on the single population. The range of levels is the same for all parts of the battery. Partial matters such as format, instructions, answer-sheets, and time limits were carefully worked out after extensive experimental investigation. BASIC CONCEPTS Differential Aptitude Test (DAT) is a test of assessment designed to measure the ability of an individual to learn or to succeed in the number of different areas such as mechanical reasoning, verbal reasoning, numerical reasoning and space relations. The result of the test will point out the strongest abilities Any content of this material is solely used for educational purposes only. Unauthorized reproduction, and utilization of this material is strictly prohibited as per RA 10029. of an individual. This knowledge can help on what skills you may need and what courses to take in order to reach your career goals. All DAT tests are timed. It is a multiple-choice test with time limits ranging from 12 to 25 minutes. Theses assessments can be used individually. There are THREE different paper and pencil versions of DAT for use in different contexts with different norm comparison groups. These are: 1) DAT for Selection - General Abilities Battery (GAB) used in the recruitment of staff up to junior managerial level and contained in verbal, numerical and abstract reasoning 2) DAT for Selection - Technical Abilities Battery (TAB) used in the recruitment of staff up to junior managerial level and for those entering in to technical roles 3) DAT for Guidance which is used mainly with school leavers and adults in the context of career guidance. This contains eight areas of measurement. 8 Abilities of Differential Aptitude Test Verbal reasoning – measures general cognitive ability in positions requiring higher order thinking skills. Numerical ability- tests the understanding of numerical relationships and facility in handling numerical concepts. Abstract Reasoning is a nonverbal measure of the ability to perceive relationships in abstract figure patterns. Mechanical reasoning -measures the ability to understand basic mechanical principles of machinery, tools, and motion. Clerical Speed and Accuracy (only in paper) measures the speed of response in a simple perceptual task. Suitable for jobs involving filing and coding. Space Relations measures the ability to visualise a three-dimensional object from a two- dimensional pattern, and how this object would look if rotated. Spelling (only in paper) measures an applicant's ability to spell common English words. Language Usage measures the ability to detect errors in grammar, punctuation, and capitalisation. THEORETICAL BACKGROUND The Differential Aptitude Test (DAT), first published in 1947 by The Psychological Corporation, is a battery of tests whose goal is to assess multiple separate aptitudes of students and adults. The latest (fifth) version of the DAT, published in 1990, assesses verbal and numerical reasoning, mechanical reasoning, perceptual ability, spatial relations, abstract reasoning, spelling, and language usage. Separate scoring norms are available for individual tests in the battery. The DAT is available in two levels: Level 1 of the DAT was designed for students in Grades 7 to 9 and adults who have completed these grades, and Level 2 was designed for students in Grades 10. MATERIALS The Differential Aptitude Tests (DAT) with Career Interest Inventory - 5th Edition is a battery of tests designed to measure students' ability to learn or to succeed in a number of different areas. It comprises two levels that collectively measure the aptitudes of students in grades 7-12. Level 1 is designed primarily for Any content of this material is solely used for educational purposes only. Unauthorized reproduction, and utilization of this material is strictly prohibited as per RA 10029. students in grades 7-9, and Level 2 is designed primarily for students in grades 10-12. Each level contains 510 items. Both levels can also be used with adults who may or may not have completed twelve years of schooling. These tests assess eight important aptitudes: verbal reasoning, numerical reasoning, abstract reasoning, perceptual speed and accuracy, mechanical reasoning, space relations, spelling, and language usage. These tools can be used alone or in conjunction with the Career Interest Inventory, which is available separately and also comprises two levels. The Career Interest Inventory is a career-guidance tool designed to provide information about students' educational goals, interest in various subjects, and activities, as well as various fields of work. Age Range: Both Children and Adults Administration: Group Inventory: 1 Technical Manual 2 copies of Manual for using the DAT with Adults 2 copies for directions for administering 2 copies of practice test 2 copies for directions for administering practice test 2 copies of Test Booklets - level 1 Form C 2 copies of Test Booklets - level 2 Form C 2 copies of Combination Answer Document - level 1 2 copies of Combination Answer Document - level 2 Answer Document for Booklet 1 (25+) Answer Document for Booklet 2 (25+) Answer Sheets (50+) Profile Forms (50+) Norms Booklet(s) are NOT held. The Manual for Using DAT with Adults has limited norms information on Grade 12 norms. Level 1 Set: Answer Document, Answer Sheet, Profile Form @ $5.50 Level 2 Set: Answer Document, Answer Sheet, Profile Form @ $5.50 Notes: Copies of Manuals in 158A Any content of this material is solely used for educational purposes only. Unauthorized reproduction, and utilization of this material is strictly prohibited as per RA 10029. PROCEDURES AND INSTRUCTIONS MATERIAS REQUIRED BY THE STUDENTS 1. A test booklet. 2. Two no.2 Soft-lead pencil and an eraser. 3. A DAT or DAT with the Career Interest Inventory answer document. 4. Perceptual Speed and Accuracy – Part 1 answer sheet. BEFORE TESTING 1. Read through directions carefully. 2. Provide satisfactory physical condition with the room where the test is to be given. Be sure that lighting and ventilation are adequate, and seat students so that there is enough space between them. To provide interruption post a “TESTING-DO NOT DITURB” sign on the door. There should be one professor for every 25 students. 3. Become familiar with the identification area to be filled in by the students on their answer sheet documents. If you decide to be sitting, make the necessary changes in the direction prior to testing. DURING TESTING 1. On working with the students on the sample items, spend as much time as is necessary for them to understand what they are to do and how they are to mark their answers. If the need arises, repeat the sample directions, and redo the sample items. Never make up your sample. 2. Once testing begins, give students whatever help they need with marking or turning pages, but do not help them with specific test questions. 3. At the beginning of the test, check to make sure that students are marked in their answer in the appropriate spaces on the answer document. 4. Encourage students who begin to slow down or who give up. AFTER TESTING 1. Check the students record to verify the sex. 2. Check student answer document. a) The students identify box should be completely and properly filled in with required information. b) Check to see that are no stray marks and that erasures are clean. Subtests: a. Verbal Reasoning Any content of this material is solely used for educational purposes only. Unauthorized reproduction, and utilization of this material is strictly prohibited as per RA 10029.  This test measures the ability of a student to see relationships among words. The test consists of analogies. It assesses the ability to infer the relationship between the first two pair of words and apply the relationship to the second pair of words. b. Numerical Ability In order to ensure that reasoning rather than a computational facility is stresses, the computational level of the problem is low. c. Abstract Reasoning Each test item is a geometric series in which the elements change according to a given rule. The student is asked to infer the rules that are operating and predict the next step in the series. d. Perceptual Speed and Accuracy It compares and marks written lists quickly and accurately. e. Mechanical Reasoning Each item consists of pictorially presented mechanical situations and a simply worded question. Items require reasoning rather than special knowledge. f. Space relations Each problem shows one pattern, followed by four to three dimensional figures. The student is asked to choose the one figure that can be made from the pattern. g. Spelling The words are presented in a format that includes three correctly spelled words and one misspelled word. The misspelled word effect the most plausible and commonly made errors identified by a major research study. h. Language Use The test consist 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. SCORING AND INTERPRETATION Percentile and Stanine When an individual takes a test the results produced are raw scores. For example, if a candidate scores 17 in a test it has very little meaning unless it knows how this score relates to the total possible score. It is common therefore, to convert scores to percentages as this gives an indication as to how the candidate performed relative to a total possible score. However, percentages can themselves be misleading. For example, if a candidate scores 90% in a test, this might seem to be a very good score, but, if all the other candidates score 95%, this puts a different perceptive on this score of 90%. Therefore, two systems are used to convert raw scores to a system that gives meaning to the result in terms of (i) the total possible score, (ii) the score relative to the score obtained by other candidates. These two systems are referred to as, percentiles and stanine. Any content of this material is solely used for educational purposes only. Unauthorized reproduction, and utilization of this material is strictly prohibited as per RA 10029.  A percentile score indicates the percentage of candidates who fall below a particular raw score. A score, which falls at the 65th percentile, means that an individual’s score Differential Aptitude Test (D.A.T.s) is better than 65% of the students. A 95th percentile score means that an individual’s score is greater than 95% of the students, or, that this student’s score is in the top 5% of students. Stanine scores is a range expressed as a series of single-digit numbers between 1 and 9, where 4 to 6 represents an average score. Percentile scores can be used in conjunction with stanine scores as outlined below. STANINE PERCENTILE Very high 9 97 and above Above 8 90-98 Average 7 78-79 6 59-77 Average 5 41-58 4 24-40 Below 3 12-22 Average 2 5-11 Low 1 4 and below ISSUES REGARDING THE TESTS An aptitude test is an instrument used to determine and measure an individual’s ability to acquire, through future training, some specific set of skills. There are several aptitude tests on the market, and the one chosen is called the Differential Aptitude Test. This test covers several areas including Verbal Reasoning, Numerical Ability, Abstract reasoning, Perceptual Speed and Accuracy, Mechanical Reasoning, Space Relations, Spelling, and Language Use. The tests are performed under exam conditions and are strictly timed. All questions have a definite right or wrong answer. Very few candidates usually complete the entire test and the questions usually become progressively more difficult. The test is also age related. These tests can be used to help an individual 1. Choose among educational and career options based on strengths and weakness 2. Help an individual understand why they do well or poorly in certain subjects. 3. Can suggest new career options not previously considered. 4. Change or raise educational and career aspirations. Any content of this material is solely used for educational purposes only. Unauthorized reproduction, and utilization of this material is strictly prohibited as per RA 10029.  They cannot, however, pinpoint one specific career or one specific subject that an individual should pursue. All tests of this nature should be viewed with extreme caution. Under no circumstance should the score be interpreted as final indisputable evidence of an individual’s characteristics. The results provide only one small part of the information needed to help an individual make informed and realistic decisions and cannot be judged in isolation from other aspects of a person’s character including, job and other experiences, interests, goals, personality, values, family and environmental influences. Other factors that can also influence an individual’s scores are; a hearing, visual, or physical disability or a poor command of English, as well as poor health or fatigue or an emotional disturbance on the day. In addition, an individual can lose his place on the answer sheet or may simply not be interested in cooperating with the exercise, or indeed, may simply be in bad humor on the day. Finally, it needs to be remembered that an individual can have an aptitude for a particular area but have no interest in it, and conversely, may have a low aptitude in area a have an extreme interest or liking for it. REFERENCES Copyright @ July 2013 - http://www.ijsrp.org/research-paper-0713/ijsrp-p1937.pdf Copyright @ January 29, 1993 - http://files.eric.ed.gov/fulltext/ED356257.pdf Copyright @ 2012 - http://us.talentlens.com/differential-aptitude-tests-for-pca Copyright @ 2013 - http://getitwrite.in/differential-aptitude-test.php Copyright @ 2013 - http://www.careersportal.ie/careerguidance/articles.php?school_id=453&article_id=462 Copyright @ 1996 - http://innovact.co.za/Differential%20Aptitude%20Tests%20for%20Selection%20(DAT%20for%20Sele ction).htm Copyright @ 1947 - http://www.ask.com/web?q=Differential+Aptitude+Test+Reliability&qsrc=466&o=102140&l=dir&qo=re latedSearchNarrow Any content of this material is solely used for educational purposes only. Unauthorized reproduction, and utilization of this material is strictly prohibited as per RA 10029.  CATTELL’S CULTURE FAIR INTELLIGENCE TEST (CFIT) Raymond B. Cattell HISTORICAL BACKGROUND Historical Perspective: Cattel argued that general intelligence (g) exists and that it consists of fluid intelligence and crystalized intelligence. In the Late 1920s, he became in the measurement of intelligence. This work resulted to the publications of the Cattell Group and Individual Intelligence Test in 1930. After 5 years, several of the scales were revised into non-verbal form to diminish the unwanted and unnessecary effects of verbal fluency in the measurement of Intelligence. Another revision of the test appeared in 1940. At this stage, items had become completely perceptual and were organzied to six subtests, three of which have been retained in the present format. Of the 159 items analyzed, 72 of the satisfactory validity and reliability were retained for the published edition. In 1949, CFIT underwent another revision and adopted the format which has been retained since, consisting of nine subtests (series classification, matrices and conditions) at each of two difficult levels. In 1961, Slight adjustment in the difficulty level sequencing for a few items. Norm samples were expanded to achieve better national representation. CONCEPTS The CFT 3 consists of two analogous parts, A & B, constituting two separate booklets. Each part includes four compound tests. There are only closed ended tasks which consist in choosing correct answers from options given. The answers are to be written down in a self-copying sheet which includes a key. One can use both parts of the CFT 3, or the part A only. It is used to facilitate identification of emotional or learning problems. It assesses an applicant’s potential to perform job-relevant tasks that involve cognitive ability. It is also used to select students with regards to their probable success in college in chance of attaining scholarships, Increasing the effectiveness of vocational guidance decisions both for students and adults. MATERIALS Kit (manual, 5 test booklets part A, 5 test booklets part B, 25 answer sheets part A, 25 answer sheets part B) Manual Test booklet part A (5 copies) Test booklet part B (5 copies) Answer sheet part A (25 copies) Answer sheet part B (25 copies) ADMINISTRATION Directions: Any content of this material is solely used for educational purposes only. Unauthorized reproduction, and utilization of this material is strictly prohibited as per RA 10029. Open the booklet to the first page. Test 1. Look at the first example. At the left, there are four boxes. The last one is empty. Continuing along that row, you see six more boxes, marked a, b, c, d, e, and f. Of those six boxes, one will fit correctly in the empty box. Here the little tree is bending over more and more in the first three pictures. Choose the correct box from over here on the right to go in the empty box. (Point and pause) The right answer has been given to you in the first exmple. It’s the tree in the third row, because that’s the one that has tilted over more than the last one in the boxes on the left. Notice on your answer sheet under “Test 1” that this answer, c, has been marked for you in this example. Look at the second example. The black part comes down lower and lower each time. (Point) Any content of this material is solely used for educational purposes only. Unauthorized reproduction, and utilization of this material is strictly prohibited as per RA 10029.  (After exactly 2 ½ minutes say : Stop! Pencils down.) Any content of this material is solely used for educational purposes only. Unauthorized reproduction, and utilization of this material is strictly prohibited as per RA 10029. SCORING AND INTERPRETATION RAW SCORE IQ RATE RAW SCORE IQ RATE 0 PRI by 9 points or more there is a tendency towards over achievement, psychomotor retardation according to depression, difficulties working with practical tasks, nonverbal deficits, a high-level education , poor visual motor/ quick impulsive style. The VCI is composed of 4 cores: Similarities measures verbal concept formation and abstract reasoning of routine abilities High scorers tend to have high insight and introspection abilities and verbal concept formation. Low scorers tend to have psychotic disorders, rigid or inflexible thought style, poor abstraction abilities, literalness, and memory loss conditions. Vocabulary measures knowledge language development, language skills and verbal learning ability background, ranges of ideas and experiences, general verbal intelligence, long-term and concept formation, verbal sophistication and effects and level of education. High scorers may have high general knowledge, good recall of past knowledge, and wide range of interests, high need for achievement and a good fund of information. In clinical interpretation, high scorers tends to be compulsive or intellectualizing patterns. Low scorers may have limited educational experience, poor development, lack of English language mastery, poor motivation, and low general intelligence. Information measures general factual knowledge, alertness to routine events, long term memory, data learned in school, intellectual curiosity levels, general awareness to one's environment and remote memory. This core can be correlated with college GPA and college aptitude test scores. High scorers tend to have a good term memory, well developed cultural background, interest in school, strong verbal abilities, use of intellectualization as a defense mechanism and cultural interest. Low corers may have superficial interest, cultural deprivation, lack of curiosity of acculturation and US values. Any content of this material is solely used for educational purposes only. Unauthorized reproduction, and utilization of this material is strictly prohibited as per RA 10029.  Comprehension measures demonstration of conventional behavior, practical knowledge, ability to hear from past experiences, abstract thinking, WO adjustment, common sense, reality awareness, problem solving ability and conscience. High scorers tend to be socially compliance, have a good judgment, emotionally relevant of information and reality awareness. Low scorers may indicate poor judgment, hostility toward their environment, impulsiveness, possible antisocial tendencies, idiosyncratic thinking or psychosis especially when the comprehension is 4 or more points lower than vocabulary. Perceptual Reasoning Index (PRI) measures nonverbal and fluid reasoning skills. It also measures a person's attention to details, ability to work in concrete situations, use of visuospatial information, and integration of stimuli and motor skills. This subtest is less affected by level of education and relates to practical skills such as reading a map, finding objects, drawing a design, correctly assembling objects, etc. High scorers tend to be good at following spatial direction, estimating distances or repa broken objects. Low scorers may have difficulties following spatial directions, estimating distances, or repairing broken objects. * If PRI > VCI by at least 9 points this may indicate superior perceptual organization skills, low academic achievement/focus, acting out behavior, being a doer rather than a thinker, language deficits, low socioeconomic background, poorly developed auditory/conceptual processing skills, or developed problems solving skills noted based on accumulated knowledge. The PRI is composed of block design, matrix reasoning visual puzzles and substitution. Block design measures the ability to identify parts into a whole component, spatial abilities, nonverbal concept formulation, perceptual organization, visuomotor coordination, shifting frame of reference, concentration abilities, and perceptual speed. This can be highly correlated to high with general intelligence and is stable over lifetime but can be affected by depression and organic impairment. Processing styles and behavioral observations can be made in this subtest in areas such as hand preference, coordination, speed of processing, impulsiveness under frustration, holistic vs. sequential problem solving styles, or impulsivity with tasks. *If a client places blocks outside the perimeters of the designs it indicates poor visuospatial skills. It is minimally affected by culture or educational backgrounds. Deficits could indicate right- hemisphere brain damage, especially right parietal lesions where patients may distort designs perceive aspects or become disoriented in their experience with the blocks. Left-lesion patients are not as likely to have poor block design scores but they may have design simplification, confusion or a concrete approach to design reproduction. High scorers tend to have good visuospatial skills, visuomotor skills, concentration, and nonverbal concept formation. Low scorers may indicate Alzheimer's disorder as it is sensitive to the early phases of the disease, poor perceptual abilities, difficulties with visual integration, and maintaining sustained effort. Matrix reasoning measures visual processing and organization, wholes into parts analysis skills, and abstract reasoning. It is not timed so it is useful for older clients or those who are cautious in their problem solving approach. Any content of this material is solely used for educational purposes only. Unauthorized reproduction, and utilization of this material is strictly prohibited as per RA 10029.  High scores may have good nonverbal abstract reasoning abilities, simultaneous visual processing skills, and visual information processing skills. Low scores may have low visual concept formation, poor or rigid visual reasoning, or poor concentration which may be related to negativism. Visual Puzzles measures visual recognition, parts to whole perceptions, fluid reasoning, sustained visual effort, visual spatial reasoning. It is solely based on visual reasoning High scorers tend to have good nonverbal reasoning and visuospatial integration, and ability to concentrate. Low scorers may have problems integrating visuospatial information, visual neglect, or problems with concentration. Substitution Figure Weights is a nonverbal test of mathematical reasoning involving quantitative and analytical reasoning to induce or deduce logical solutions. It also measures ability to sustain motivation and effort. High scorers may be good nonverbal organization of data and quantitative reasoning and excellent concentration. Low scorers may have poor nonverbal quantitative reasoning skills or poor concentration. *lf Figure Weights = Arithmetic it indicates quantitative abilities are equal for both verbal and nonverbal information. If Arithmetic is > Figure Weights by at least 3 points = verbal quantitative abilities are better developed than nonverbal quantitative abilities. Picture Completion focuses on visual concentration, nonverbal test of general information, and relates to a patient's experience with their culture. If a person is not acculturated to a culture they may make errors because of lack of experiences rather than lack of intelligence. People who are unable to emotionally detached from the stimuli (passive, dependent personalities) may make errors. (There's nobody holding the pitcher). High scorers tend to recognize essential visual information, visual acuity, attentive/alert. Low scorers may have poor concentration inadequate visual organization and may' indicate impulsiveness. Working Memory Index measures number ability and sequential processing. It also measures attention, concentration, but also anxiety, sequencing abilities, planning skills and executive functioning. High scorers would indicate good recall for numbers, ability to follow sequential instructions, ability to concentrate without distraction, and may be able to simultaneously complete tasks. Low scorers could indicate difficulties paying attention, following a series of instructions, or being able to do simultaneous tasks. This measure is also sensitive to the effects of anxiety. WMI is composed of: Digit Span measures immediate recall, concentration, attention auditory sequencing, and ability to reverse thoughts. Digit forward is considered resistant to deterioration. High scorers tend to have good auditory memory, unimpaired attention, and free of anxiety. Any content of this material is solely used for educational purposes only. Unauthorized reproduction, and utilization of this material is strictly prohibited as per RA 10029.  Low scores may have difficulties concentrating on tasks or anxiety. Differences between digits forward vs. backwards may indicate organic deficit. Arithmetic measures computational skills, auditory short-term memory, ability to sequence information, school learning, concentration, logical reasoning, and abstraction for numerical concepts. Anxiety may decrease performance, especially since it is timed. High scorers tend to be from higher SES, obedient to teacher instructions, and have intellectualizing tendencies. They also tend to indicate alertness, concentration for tasks, and good short term auditory memory. Low scorers may be antisocial and lack of desire to learn rules found in math, indicates poor mathematical reasoning, distractibility, poor concentration, and anxious. Letter Number Sequencing measures auditory short-term concentration abilities, and ability to sequence data. High scorers may have good short-term memory, working memory, ability to sequence auditory information, and has persistence/concentration. Low scorers may have difficulties with auditory sequencing and poor short term auditory data recall. Low scorers may also indicate poor attention, anxiety, impulsiveness, or poor motivation. Processing Speed Index measures response seed with non-verbal tasks. It also measures fine motor coordination, motivation, visual and working memory and compulsiveness. Test taking attitudes and poor motivation can lower scores in this domain. This domain is most sensitive to cognitive problems such as dementia, TBI, ADHD, and Learning Disorders. High scorers tend to be good problem-solving skills, can read fast, have good memory for numerical recall and can identify items easily. Low scorers may need extra time to learn tasks, may be slow readers, may be hesitant, and may have difficulties picking out objects. This can also indicate poor motor control and sensory acuity difficulties. PSI includes: Coding measures psychomotor speed, clerical speed, visual short-term memory, ability to follow directions, ability to learn a new task, concentration, attention, and sequencing abilities. Specifically, to perform well on this test a client needs to have good recall for symbol-digit pairs and have intact psychomotor processing speed. High scorers may be excellent visuomotor abilities, capacity to learn new materials, and quick psychomotor processing. Low scorers may have difficulties with visuomotor functioning, poor mental alertness, and difficulties with visual associated learning tasks. Symbol search measures information processing speed, planning, encoding information, learning, visuomotor coordination, and visual search speed are measured on this test. High scorers can rapidly, learn and integrate information, good visuomotor coordination, short-term visual memory, attention, concentration, and general learning abilities are measured. Any content of this material is solely used for educational purposes only. Unauthorized reproduction, and utilization of this material is strictly prohibited as per RA 10029.  Low scores have difficulties with visual-perceptual processing, poor motivation, anxiety, short term visual memory problems, perfectionist, and obsessive problem-solving. Cancellation measures perceptual recognition, speed and accuracy, attention; concentration, visuomotor coordination, perceptual scanning ability, and perceptual discrimination abilities. High scorers have a tendency to have good processing speed, attention, concentration, scanning abilities, and perceptual recognition. Low scores may have visual neglect, difficulties inhibiting responses, and motor perseveration may be present. Poor distractibility noted in ADHD and TBI may be noted on this subtest. Slow processing speeds, poor perceptual recognition, poor scanning abilities, and poor motivation Any content of this material is solely used for educational purposes only. Unauthorized reproduction, and utilization of this material is strictly prohibited as per RA 10029.