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Relevant bibliographies by topics / Aptitude test

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Academic literature on the topic 'Aptitude test'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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Journal articles on the topic "Aptitude test"

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Candiasa, I. Made, Nyoman Natajaya, and Ketut Widiartini. "Vocational Aptitude Test." SHS Web of Conferences 42 (2018): 00044. http://dx.doi.org/10.1051/shsconf/20184200044.

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Test for measuring vocational aptitude has been formulated and validated. There are three main constructs involved in vocational aptitude test, which are individual characteristics, activities that are likely to be selected, and professions that tend to be idolized. Individual characteristics indicate the individuals talents, whereas the activity that tends to be chosen leads to student interest in the activity, and the intended profession gives clues about the capability of themselves to pursue the profession. Content validity test with Lawse technique yields content validity ratio (CVR) for all items are in the range 0.82-0.94 and content validity index (CVI) = 0.88. The construct validity test yields comparative fit index (CFI) = 0.918 and chi square coefficient (χ2) = 5.85 with significance (p) = 0.002. These findings indicate that the test is valid either by content or construct. Furthermore, the reliability test with Alpha Cronbach found the alpha coefficient (α) = 0.82. Finally, it can be concluded that vocational aptitude test can be utilized for early identification of student vocational aptitude. The hope, the test can help students to choose the appropriate vocational school, in order to obtain the better learning outcomes.

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Raza, Muhammad Aqeel, Farah Deeba, and Robina Faqir. "A Comparative Analysis of School Teachers' Teaching Aptitude." Global Educational Studies Review VII, no. III (September 30, 2022): 45–52. http://dx.doi.org/10.31703/gesr.2022(vii-iii).05.

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The teaching profession is incomplete without teachers' personal aptitude towards their profession as teaching aptitude uplifts teachers' teaching competencies and gives them confidence in their profession. Keeping in view the utmost significance of teaching aptitude for school teachers, this study was conducted with the purpose of comparing the teaching aptitude of elementary school teachers and secondary school teachers in schools of three districts of the Multan division in Punjab province. The sample for the study was comprised of 300 teachers including 171 ESTs and 129 SSTs which were selected by using a simple random sampling technique. For the measurement of the aptitude of teachers of both cadres, Dahiya & Singh's Teaching Aptitude Test (2004) was used. For the analysis of data, Mean score and z-test was used. The results revealed that ESTs had greater teaching aptitude than SSTs. However, the difference between the teaching aptitudes of ESTs and SSTs is insignificant. Similarly, male ESTs had a low-level teaching aptitude than male SSTs. The study recommended that teaching aptitude should be measured at the time of induction of teachers.

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Gupta, Himanshu. "Graduate pharmacy aptitude test." Journal of Pharmacy And Bioallied Sciences 2, no. 1 (2010): 55. http://dx.doi.org/10.4103/0975-7406.62715.

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Propp, Jim. "Self-Referential Aptitude Test." Math Horizons 12, no. 3 (February 2005): 35. http://dx.doi.org/10.1080/10724117.2005.12021810.

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Lloyd, Bruce. "Test your own aptitude." Long Range Planning 24, no. 2 (April 1991): 122. http://dx.doi.org/10.1016/0024-6301(91)90130-g.

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Lim, H. A. "Music Therapy Career Aptitude Test." Journal of Music Therapy 48, no. 3 (September 1, 2011): 395–417. http://dx.doi.org/10.1093/jmt/48.3.395.

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Harris, Douglas H. "Prediction of Inspection Performance with a Dynamic, Computer-Based, Multi-Aptitude Test." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 41, no. 1 (October 1997): 574–78. http://dx.doi.org/10.1177/1071181397041001127.

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A dynamic, computer-based, multi-aptitude test was designed to predict success on inspection jobs that require the combined aptitudes of general cognitive ability, abstract reasoning, and spatial visualization. This approach to the prediction of job performance is in contrast to most existing methods for predicting performance on technical jobs, in which aptitudes are measured one at a time by static tests. The test was computer administered and scored, requiring 36 minutes of testing time. Validation studies showed that the test was highly reliable, correlated with other measures of these key aptitudes, and was predictive of the job performance of nondestructive testing operators. These results indicated that the test can be used with confidence for the early identification of individuals who will benefit most from training and experience on certain inspection jobs, and who will be most likely to meet operator qualification standards for these jobs.

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Pagud-Sarabia, Ma Thesageen, and Mauricia Sarigumba Bapilar. "Utilization of Philippine Aptitude Classification Test (PACT) Result in Career Awareness Program." International Multidisciplinary Research Journal 3, no. 2 (June 16, 2021): 16–24. http://dx.doi.org/10.54476/iimrj282.

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This study determined the alignment of students’ Senior High School track and course preference in college with their aptitude and probable performance in educational programs. It is descriptive in nature. The respondents were the Junior High School students who took the Philippine Aptitude Classification Test (PACT) of School Year 2014–2015 and were enrolled Grade 12 at the Senior High School of Holy Name University for School Year 2017–2018. Frequency counting of the aptitude, probable performance in different educational programs, preferred school track and career choice were made. Results revealed that majority of the respondents were enrolled in the STEM track. More than half of the respondents got low aptitudes that fit to only one to three educational programs based on the nine (9) clusters of educational programs identified in the PACT and a significant number of respondents did not fit to any educational programs. Many of the college courses chosen by the respondents while they were still in Grade 9 are under services, engineering and manufacturing, and health and welfare clusters. More so, college course preferred by the respondents in STEM track are related to health and welfare followed by engineering and manufacturing cluster while those in ABM and HUMMS track preferred Social Science, Business and Law cluster. Career choices made by the respondents are not aligned with their aptitude which could be a source of future job-skills mismatch or misfit graduates. Career guidance is seen as an imperative for a successful future career choice and career awareness program is viewed as a possible intervention as early as Grade 7 to Grade 10.

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Uslu, Ozlem. "The effects of visual perception experiences on academic success in fine arts." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (February 19, 2016): 410–16. http://dx.doi.org/10.18844/prosoc.v2i1.325.

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The aims of this study are: to find out how studentsâ€™ previous aesthetic knowledge, visual perception and hand-eye coordination experiences affect academic success in the Faculty of Fine Arts; and to compare the academic success of the students who entered the faculty by aptitude test with students who entered the faculty only university exam score without aptitude test.In this study, literature search, qualitative and quantitative data collection techniques were used. The universe of the study included the graduates who were accepted by the faculty by taking drawing aptitude test and also students who entered the program only by university exam score without aptitude test. The sample of the research included 23 aptitude test takers and 39 non aptitude test takers. The drawing course academic grades were compared between those test takers and non-test-takers. It was found that aptitude test takers were much more successful in drawing class than the respondents who entered the school without aptitude tests. In conclusion, for the art schools the talent exam should be required in order to educate better students. Keywords: Visual perception, aptitude test, art education, drawing.

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Clemmons, David C., Robert T. Fraser, Carl B. Dodrill, William R. Trejo, and Christyne Freelove. "Neuropsychological Correlates of Tested Vocational Aptitudes for Adults with Epilepsy in a Rehabilitation Setting." Journal of Applied Rehabilitation Counseling 18, no. 2 (June 1, 1987): 29–32. http://dx.doi.org/10.1891/0047-2220.18.2.29.

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This study examines the relationship of tested vocational aptitudes to measures of neuropsychological functioning in an epilepsy rehabilitation setting. Subjects were 83 adults with epilepsy receiving outpatient care at a large urban medical facility. All were administered the Neuropsychological Battery for Epilepsy and the General Aptitude Test Battery (GATB). Data analysis includes the construction of three correlational matrices comparing vocational aptitude measures with measures of intellectual and neuropsychological functioning. A stepwise linear regression analysis was used to explore the degree to which GATB variables might approximate an overall measure of neuropsychological impairment. Consistent, moderately high correlations were found between GATB aptitude scores and overall measures of intellectual and neuropsychological functioning. GATB aptitudes measuring numerical ability, spatial abiity, and motor speed coordination were found to be significantly related to a measure of overall neuropsychological impairment. While this relationship was not strong enough to allow accurate prediction of impairment level using GATB scores alone, it was concluded that the GATB demonstrates correlations with measures of overall neuropsychological and intellectual status that are worthy of note to epilepsy rehabilitation workers.

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Dissertations / Theses on the topic "Aptitude test"

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Barber, Robert M. "The utility of the Revised Nonreading Aptitude Test Battery vs. the General Aptitude Test Battery." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-09162005-115025.

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Chalmers, James. "How stable is second language aptitude? Effects of second language learning and language analysis training on second language aptitude test scores." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/376507.

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While second language (L2) aptitude has traditionally been considered a stable individual factor in SLA, more recent research and theory has questioned this assumption (Singleton, 2017). If L2 aptitude is stable, then the implication is that this set of cognitive abilities are genetic in origin and/or limited (Skehan, 1998). On the other hand, if L2 aptitude is not stable and is sensitive to experience, then it suggests that whatever constitutes L2 aptitude can be taught to make initial L2 learning easier and faster. While more recent studies have found that the L2 learning experience itself seems to have a training effect on L2 aptitude test scores (Ganschow, 1993; Ganschow & Sparks, 1995; Sáfár & Kormos, 2008; Sparks, Ganschow, Pohlman, Skinne, & Artzer, 1992; Sparks, Ganschow, Artzer, & Patton, 1997), both the size of such training effects and the effects of direct training of L2 aptitude abilities (Politzer & Weiss, 1969) remain unclear. The current study contributes to this debate by investigating the stability of L2 aptitude test scores. Conducted over an 8-week period of L2 instruction, the study investigated whether 6 weeks of aptitude training would enhance language analytic abilities, an area less researched in previous studies. Participants were 85 university students taking an introductory Spanish course, which included 6 weeks of instruction and practice on language analysis for learning L2 Spanish. The study operationalised L2 aptitude in terms of the abilities measured by the LLAMA tests: associative memory (LLAMA B), sound discrimination (LLAMA D), sound-symbol association (LLAMA E), and language analytic abilities (LLAMA F). Pre-testing took place at the beginning of L2 instruction and post-testing was conducted after the completion of the language analysis skills instruction. Stability was investigated through changes in L2 aptitude test scores. Results showed that post-test scores were significantly higher for all LLAMA tests except for the LLAMA E (sound-symbol association), which showed a ceiling effect in both pre- and post-tests. At the whole-group level, the size of gain scores differed across all tests with the greatest gains on the LLAMA B (associative memory) and the smallest for the LLAMA F (language analytic abilities). However, at the sub-group level, it was mainly participants with lower than average pre-test scores who achieved significant gains, with comparable effect sizes across all tests (except the LLAMA E). Trainability was investigated by comparing the predictive ability of training variables (e.g. accuracy scores and speed on training tasks) with L2 aptitude pre-test scores. Results for the predictive ability of training language analytic abilities were mixed on post-test scores. A random-forest regression (see Strobl, Malley, & Tutz, 2009) found that accuracy scores on the training were more predictive of post-test scores than LLAMA pre-test scores, but a step-wise linear regression did not confirm this finding. However, training variables were important predictors in both regression models. Overall, the findings suggest that L2 aptitude scores increase over time with L2 learning experience and instruction, in line with previous longitudinal studies (Sparks, Ganschow, Artzer, & Patton, 1997). This may imply that L2 aptitude is trainable, with some training variables being important predictors of post-test scores. The sensitivity of L2 aptitude measures to L2 learning experience and instruction may have implications for the validity of static, one-off measures of L2 aptitude for predicting L2 achievement.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Hum, Lang & Soc Sc
Arts, Education and Law
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Suárez, Vilagran María del Mar. "Language Aptitude in Young Learners: The Elementary Modern Language Aptitude Test in Spanish and Catalan." Doctoral thesis, Universitat de Barcelona, 2010. http://hdl.handle.net/10803/38244.

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The present dissertation is concerned with language aptitude in young learners. The first aim of this dissertation is to validate the content of two new instruments: the adaptation to both Spanish (MLAT-ES) and Catalan (MLAT-EC) of the Modern Language Aptitude Test – Elementary (MLAT-E) (Carroll & Sapon, 1967). The second aim of this dissertation is to study the relationship between language aptitude, L1 acquisition and cognitive development. The norming study of the MLAT-E offers data of children from grade 3 to 6 while that of the MLAT-ES covers grades 3 to 7. In both norming studies, while means increase steadily from grades 4 to 6, the largest increase is observed between grade 3 and 4. The third aim of this dissertation is related to the variable sex. While in the MLAT-E study the data appear divided according to this variable, the population in the MLAT-ES norming study appears as one cohort. It would be interesting to see if significant differences are observed between the performance of boys and girls to keep this variable or not when using these tests. Finally, the fourth aim of this study is to check the construct validity of the tests. The MLAT-E tests are intended to measure language aptitude for foreign language learning. One way to check their construct validity is to correlate scores on the tests with measures of foreign language proficiency. The first aim of the study - the validation of two versions of the MLAT-E in Spanish and Catalan - is supported by the statistical results obtained although some of the items in the MLAT-ES do not work as expected (or as they do for monolingual Spanish speakers or speakers of a Spanish regional variety other than the Peninsular). As for the second aim, it was observed that the tests functioned in a different way for 3-graders than for the rest of grades, as in the previous norming studies. This could be explained by the fact that 3-graders are at the beginning of their concrete operational stage, which limits their cognitive processing abilities. From an information processing perspective, children at this stage still have to develop problem-solving strategies as well as strategies for encoding and memorising information. Moreover, they have become literate relatively recently and show to have lower meta-linguistic awareness than their older counterparts. The third aim dealt with the sex variable. The results show that aptitude does not seem to be affected by the participants’ sex. However, perhaps a more cognitive oriented approach into the way each of the parts of the MLAT-E is answered would shed light on sex differences, if any. These should be explored along with different proficiency measures, those that, traditionally, have given an advantage to girls over boys (such as fluency) and vice versa (e.g. receptive tasks). Regarding the construct validity of the tests, both the MLAT-ES and the MLATEC seem to be valid measures of predictability of general concurrent proficiency although not in all skills, since the speaking skill sometimes did not correlate with the aptitude measures. Also, correlations in grade 3 were consistently non-existent or lower than those in other grades. This phenomenon could be related to the issues discussed in relation to the participants’ age and cognitive development and/or to the validity of the proficiency measures used. Consequently, the MLAT-ES and the MLATEC should be revised if they are to be administered to children this age. Oral data were collected from most participants, so perhaps a deep analysis of these oral data will shed more light on the relationship between FL aptitude in young learners and their true FL proficiency in further research.
Aquesta tesi doctoral presenta la validació de dos tests d’aptitud per a l’aprenentatge de llengües estrangeres en un context bilingüe català/castellà. Es tracta de l’adaptació al castellan (MLAT-ES) i al català (MLAT-EC) del Modern Language Aptitude Test – Elementary (MLAT-E) (Carroll i Sapon, 1967). 629 estudiants d’edats compreses entre els 8 i els 13 anys (de 3r de primària a 1r d’ESO) participaren en aquest estudi. Un cop validat el contingut d’ambdós tests, la primera pregunta de recerca explora la relació entre l’aptitud, l’adquisició de la L1 i el desenvolupament cognitiu, ja que els resultats mostren que, si bé les mitjanes obtingudes en els tests augmenten amb l’edat, aquest augment és molt més gran entre 3r i 4t de primària que entre els altres cursos. Aquesta diferència es podria explicar per l’estat de desenvolupament cognitiu dels participants a 3r de primària així com pel fet que en aquesta edat algunes estratègies de resolució de problemes i de memorització, entre altres, encara estan en vies de desenvolupament. La segona pregunta d’investigació té a veure amb la variable sexe. No s’observen diferències significatives entre els resultats obtinguts pels nens i nenes participants. Finalment, l’objectiu de la tercera pregunta de recerca és comprovar la validesa de constructe del MLAT-ES i del MLAT-EC correlacionant els resultats obtinguts amb proves de proficiència en llengua estrangera (anglès). Ambdós tests semblen ser vàlids en aquest aspecte tot i que amb excepcions significatives al grup de 3r de primària, sobretot pel que fa a la proficiència oral. Aquestes diferències es podrien explicar per les proves de proficiència utilitzades o per l’estat de desenvolupament cognitiu d’aquests participants, que podria haver influït en la manera com interpretaven els tests d’aptitud. Per tant, en futurs estudis s’hauria d’explorar amb més detall si les habilitats mesurades pels tests d’aptitud en nens i nenes d’entre 8 i 9 anys són les mateixes que en estudiants més grans.

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Ip, Tsang Chui-hing Betty. "The construct validity of the aptitude test for prevocational schools." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B3862770X.

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Ip, Tsang Chui-hing Betty, and 葉鈤翠卿. "The construct validity of the aptitude test for prevocational schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B3862770X.

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Yeasting, Kevin C. "Evaluation of the General Aptitude Test Battery-Computerized Administration (GATB-CA)." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/MQ33469.pdf.

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Steele, Charles Noah. "Scholastic aptitude test scores and the economic returns to college education." Thesis, Montana State University, 1990. http://etd.lib.montana.edu/etd/1990/steele/SteeleC1990.pdf.

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Student scores on standardized achievement tests fell during the 1960's, raising questions about the quality of education in America. The decline was especially pronounced on the Scholastic Aptitude Test (SAT), the most widely used college entrance examination. Much of this decline remains unexplained. This study examines the hypothesis that declining returns to college education played a role in the score decline. Specifically, it is hypothesized that declining returns to education reduce the incentive for students to invest in the college skills which the SAT attempts to measure. This study proposes a general model in which SAT participation rates and SAT scores are determined in part by the relative wage differential between an average college graduate and a high school graduate. several empirical specifications of this model are then estimated, using aggregate time series data for the years 1967 to 1987. The methods of three stage least squares and seemingly unrelated regressions are used. The results of the regressions suggest that fluctuations in the relative economic return to a college education may have accounted for between 11 percent,and 24 percent of the decline in average SAT scores. When these effects are considered in conjunction with those of a demographic variable, approximately 40 percent of the decline is explained, perhaps suggesting that fears of declining educational quality are somewhat exaggerated.

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Warden, Nancy Jean Hill. "Using test-like events in mathematics instruction : an aptitude-treatment interaction study /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1987.

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Alexander, Sandra G. "Predicting long term job performance using a cognitive ability test." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc4010/.

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This study focuses on the relationship of one cognitive ability test on long-term job performance as measured by personnel data. Archival data from over 3,000 employees at an international technology company were used to assess how aptitude test scores relate to both objective and subjective job performance measures. Supervisory performance ratings, level of promotion, and salary increase significantly contributed to variance in test scores; however, these results were inconsistent. Number of training courses did not have a significant relationship with test scores. Additionally, type of turnover did not moderate the relationship between aptitude test scores and job performance. These results indicate that although aptitude test score is related to long term job performance factors, other factors account for the majority of the variance. The implication is that aptitude should not be the sole consideration when predicting long term job success.

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Marcou, Marie-Sophie. "Propension aux accidents, reussite professionnelle : deux choix differents d'interpretation des performances aux tests psychotechniques en vue d'evaluer les aptitudes a la conduite des vehicules." Clermont-Ferrand 1, 1994. http://www.theses.fr/1994CLF1MS30.

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Books on the topic "Aptitude test"

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Barrett, James. The aptitude test workbook. London: Kogan Page, 2004.

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Barrett, James. The Aptitude Test Workbook. London: Kogan Page Publishers, 2008.

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1948-, Williams Geoffrey, ed. Test your own aptitude. 2nd ed. London: Kogan Page, 1990.

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Barrett, Jim. Test Your Numerical Aptitude. London: Kogan Page Publishers, 2007.

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Barrett, James. Test your own aptitude. 3rd ed. London: Kogan Page, 2003.

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Group, Diagram, ed. The real-life aptitude test. New York: Pharos Books, 1988.

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Bobrow, Jerry. Cliffs scholastic aptitude test: Preparation. Lincoln, Neb: Cliffs Notes, 1989.

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Tests psychotechniques: Aptitude verbale. Paris: Dunod, 2008.

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Barrett, James. Test your numerical aptitude / Jim Barrett. London: Kogan Page, 2007.

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Carty, Mary T. PMAT: The perfect marriage aptitude test. New York: Glitterati Inc., 2009.

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Book chapters on the topic "Aptitude test"

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Schalkwyk, Gertina J. van. "Scholastic Aptitude Test." In Encyclopedia of Clinical Neuropsychology, 2214–17. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1487.

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van Schalkwyk, Gertina J. "Scholastic Aptitude Test." In Encyclopedia of Clinical Neuropsychology, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1487-3.

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van Schalkwyk, Gertina J. "Scholastic Aptitude Test." In Encyclopedia of Clinical Neuropsychology, 3085–88. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1487.

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Chabasse, Catherine, and Stephanie Kader. "Putting interpreting admissions exams to the test." In Aptitude for Interpreting, 161–75. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/bct.68.09cha.

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Robinson, Peter. "Individual Differences, Aptitude Complexes, SLA Processes, and Aptitude Test Development." In Second Language Learning and Teaching, 57–75. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-20850-8_4.

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Granena, Gisela. "Cognitive aptitudes for second language learning and the LLAMA Language Aptitude Test*." In Language Learning & Language Teaching, 105–30. Amsterdam: John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/lllt.35.04gra.

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Sticht, Thomas G. "Military Testing and Public Policy: Selected Studies of Lower Aptitude Personnel." In Test Policy in Defense, 1–77. Dordrecht: Springer Netherlands, 1992. http://dx.doi.org/10.1007/978-94-011-2970-1_1.

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Moore, Elsie G. J. "Ethnic Group Differences in the Armed Services Vocational Aptitude Battery (ASVAB) Performance of American Youth: Implications for Career Prospects." In Test Policy and Test Performance: Education, Language, and Culture, 183–206. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-2500-7_9.

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Dlhin, Faeza Saleh, Adham Ahmad Mackieh, and Kehinde Adewale Adesina. "An Integrated Employability Aptitude Survey-Cognitive Test Model for Assessing Students’ Skills Retention Threshold." In Lecture Notes in Management and Industrial Engineering, 26–33. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42416-9_3.

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Ackerman, Phillip L. "Aptitude tests." In Encyclopedia of psychology, Vol. 1., 222–24. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10516-078.

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Conference papers on the topic "Aptitude test"

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Daboussi, Salsabil, Amani Ben Mansour, Samira Mhamdi, Zied Moetemri, Chiraz Aichaouia, Islam Mejri, Mohsen Kadhraoui, and Rzeig Cheikh. "Bronchial provocation test and military aptitude." In ERS International Congress 2018 abstracts. European Respiratory Society, 2018. http://dx.doi.org/10.1183/13993003.congress-2018.pa3701.

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Anand, Apoorva, Dhanashri Patil, Shivani Bhaawat, Suyog Karanje, and Vihang Mangalvedhekar. "Automated Career Guidance Using Graphology, Aptitude Test and Personality Test." In 2018 Fourth International Conference on Computing Communication Control and Automation (ICCUBEA). IEEE, 2018. http://dx.doi.org/10.1109/iccubea.2018.8697642.

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TSANG, STEVE N. H., K. CHEN, and ALAN H. S. CHAN. "DRIVING APTITUDE TEST FOR PERSONNEL DECISIONS: A CASE STUDY." In Special Edition of the International MultiConference of Engineers and Computer Scientists 2011. WORLD SCIENTIFIC, 2012. http://dx.doi.org/10.1142/9789814390019_0019.

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Idulfilastri, Rita Markus, Meylisa Permata Sari, and Cynthia Sutanto. "Validation of Cognitive Dimension of Managerial Aptitude Test: Rasch Model Analysis." In International Conference on Economics, Business, Social, and Humanities (ICEBSH 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210805.007.

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Tontiardo, Dony, Burhanuddin Dirgantoro, Casi Setianingsih, and Herdyan Loberto. "Design and Implementation of Computer-Based Aptitude Test for Computer Engineering with Fuzzy Algorithm." In 2021 4th International Symposium on Agents, Multi-Agent Systems and Robotics (ISAMSR). IEEE, 2021. http://dx.doi.org/10.1109/isamsr53229.2021.9567739.

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Mahajan, Eshika, Asad Sahir, Srikant Padhee, Ekant Kumar, Prakash M. Khodke, and Dhiraj Mahajan. "Insights into Factors Affecting Success in Graduate Aptitude Test in Engineering for Indian Engineering Students using Learning Analytics." In 2019 IEEE Tenth International Conference on Technology for Education (T4E). IEEE, 2019. http://dx.doi.org/10.1109/t4e.2019.00063.

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Costarella, Marianna, Lucilla Monteleone, Roberto Steindler, and Stefano Maria Zuccaro. "Physical and Psychical Conditions Decline of Older People With Age, Measured by Functional Reach Test and by Mini Mental State Examination." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59055.

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There are several tests to value the psychophysical characteristics of older people and, among all, the most suitable to this aim are here considered the Functional Reach (FR) test, as an index of the aptitude to maintain balance in upright position, and the Mini Mental State Examination (MMSE), as a global index of cognitive abilities. The sample of older people we have analysed concerns 50 healthy subjects divided into three groups according to the age (15 from 55 to 64 years old, 19 from 65 to 74 years old, and 16 more than 75 years old); they underwent a FR test, which consists first in the measurement of the anthropometric characteristics, then in the execution of the test itself, and finally in the study of the upright posture carried out analysing the Centre of Pressure (COP) trend; they underwent as well a MMSE to value the main areas of the cognitive function concerning the space-temporal orientation, the short-term memory, the attention ability, the calculus ability and the praxis-constructive ability. The results of these tests show, according to the age, a loss both of the physical performances (FR, FR related to height, and COP displacement), and of the cognitive abilities (MMSE); however, in all cases, the only significant changes are those between the first and the other two groups of age. A comparison between the results of male and female subjects inside the three groups, although the results of the males are generally superior to the female ones, is never significant; moreover, the differences of the FR tests, in particular, are completely not significant if compared to the height of the subjects. Finally, a comparison between FR and MMSE shows a quicker decline of the physical performances with regard to the cognitive ones.

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Arroyo, B., J. A. Álvarez, and R. Lacalle. "Analysis of the Small Punch Test Capability to Evaluate the Response of High Strength Steels Facing HIC or SCC." In ASME 2016 Pressure Vessels and Piping Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/pvp2016-63502.

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This work is about evaluating the behavior facing HIC of high strength steels by means of the Small Punch Test (SPT). It can be considered as a quasi-non-destructive test in comparison to structural integrity analysis of large components. It was developed during the 80’s with the purpose of estimating the embrittlement grade of nuclear components reducing the amount of material employed. During the last years it has been successfully employed in the evaluation of mechanical properties of different materials and creep behavior. Also approximations for the fracture properties estimations have been carried out using this method. Although a reference standard that includes the tensile and fracture parameters estimations by SPT does not exist, a European Code of Practice (CWA 15627:2008) was recently developed. In addition a European standard is in preparation, including the ultimate research and the backup of the most relevant groups. In this work, high strength steels behavior facing stress corrosion cracking (SCC) or hydrogen Embrittlement (HE) processes are analyzed by means of the Small Punch Test (SPT). The evaluation of the response of materials facing environmental damage processes requires a different consideration if cracks are present on the material or not. In a first stage the study carried out tries to analyze the behavior without cracks, using the threshold stress (σscc) parameter. The aforementioned parameter is obtained from slow strain rate tensile tests (SSRT), which involves its own particular disadvantages. Thus the aptitude of the SPT to obtain the threshold stress is studied, evaluating the influence of variables such as the solicitation rate. In the second part of the work, specimen geometry and test conditions are proposed for the SPT, in order to evaluate the susceptibility facing SCC and HE in presence of cracks for the materials studied. In this case, the fracture toughness parameter that describes the crack initiation process (Khe) will be evaluated and validated by conventional tests based on fracture mechanics. The influence of variables, such as test solicitation rate on the results, is analyzed in order to obtain a qualitative methodology to evaluate mechanical-environmental damage processes by SPT means. For the SPT tests carried out, common Small Punch specimens of 10×10 mm of section and 0,5 mm of thickness are used for σscc determination.

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Sawleshwarkar, Shreya, Nisha Rangnani, Vijeta Mariwalla, and Aparna Halbe. "Simplified Recruitment Model Using Text-Mining on Psychometric and Aptitude Tests." In 2018 Second International Conference on Electronics, Communication and Aerospace Technology (ICECA). IEEE, 2018. http://dx.doi.org/10.1109/iceca.2018.8474769.

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Hirschler, Robert, Jennifer Gay, and Danielle Ferreira de Oliveira. "Field trials of three tests for color vision and color aptitude." In 9th Congress of the International Color Association, edited by Robert Chung and Allan Rodrigues. SPIE, 2002. http://dx.doi.org/10.1117/12.464760.

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Reports on the topic "Aptitude test"

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Palmer, Pamla, Carl S. Haywood, Benjamin A. Fairbank, and James A. Earles. Comparison of the Armed Services Vocational Aptitude Battery to the General Aptitude Test Battery. Fort Belvoir, VA: Defense Technical Information Center, May 1990. http://dx.doi.org/10.21236/ada221551.

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Sims, William H., and Catherine M. Hiatt. On the Representativeness of Norming Samples for Aptitude Test. Fort Belvoir, VA: Defense Technical Information Center, December 2003. http://dx.doi.org/10.21236/ada421075.

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Carretta, Thomas R. Retest Performance on an Experimental Computer-Based Pilot Aptitude Test Battery. Fort Belvoir, VA: Defense Technical Information Center, September 1998. http://dx.doi.org/10.21236/ada354028.

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Hartke, Darrell D., and Lawrence O. Short. Validity of the Academic Aptitude Composite of the Air Force Officer Qualifying Test (AFOQT). Fort Belvoir, VA: Defense Technical Information Center, April 1988. http://dx.doi.org/10.21236/ada194753.

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Burke, Eugene F., Darrell Hartke, and Larry Shadow. Print Format Effects on ASVAB (Armed Services Vocational Aptitude Battery) Test Score Performance: Literature Review. Fort Belvoir, VA: Defense Technical Information Center, August 1989. http://dx.doi.org/10.21236/ada211745.

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Johnson, Cecil D., Joseph Zeidner, and Dora Scholarios. Improving the Classification Efficiency of the Armed Services Vocational Aptitude Battery Through the Use of Alternative Test Selection Indices. Fort Belvoir, VA: Defense Technical Information Center, December 1990. http://dx.doi.org/10.21236/ada233760.

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Bloxom, Bruce, Gary Thomasson, Lauress Wise, and Richard Branch. Initial Operational Test and Evaluation of New Optical-Mark-Reader Answer Sheets for the Armed Services Vocational Aptitude Battery (ASVAB). Fort Belvoir, VA: Defense Technical Information Center, September 1993. http://dx.doi.org/10.21236/ada274190.

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Andberg, Marcia A., William G. Stillwell, J. S. Prestwood, and John R. Welsh. Initial Operational Test and Evaluation (IOT&E) of ASVAB (Armed Services Vocational Aptitude Battery) Forms 11, 12, and 13: Parallelism of the New Forms. Volume 1. Fort Belvoir, VA: Defense Technical Information Center, July 1988. http://dx.doi.org/10.21236/ada198459.

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Andberg, Marcia A., William G. Stillwell, J. S. Prestwood, and John R. Welsh. Initial Operational Test and Evaluation (IOT&E) of ASVAB (Armed Services Vocational Aptitude Battery) Forms 11, 12, and 13: Parallelism of the New Forms. Volume 2. Fort Belvoir, VA: Defense Technical Information Center, July 1988. http://dx.doi.org/10.21236/ada198460.

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Kiely, Gerard L., Anthony R. Zara, and David J. Weiss. Equivalence of Computer and Paper-and-Pencil Armed Services Vocational Aptitude Battery Tests. Fort Belvoir, VA: Defense Technical Information Center, August 1986. http://dx.doi.org/10.21236/ada171187.

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