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Journal articles on the topic 'Aptitude test'

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Published: 4 June 2021
Last updated: 20 February 2023

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1

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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4

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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5

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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6

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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7

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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9

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 students’ 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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10

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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11

McGuire, Joan M., and Sally S. Scott. "Book Review: Modern Language Aptitude Test." Journal of Psychoeducational Assessment 23, no. 1 (March 2005): 96–104. http://dx.doi.org/10.1177/073428290502300109.

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12

Fernandes, Rhea, Chris George, Esther Poobalrayer, Jason Dias, and Nilambari Narkar. "Career Guidance Website with Aptitude Test." International Journal for Research in Applied Science and Engineering Technology 10, no. 11 (November 30, 2022): 965–74. http://dx.doi.org/10.22214/ijraset.2022.47490.

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Abstract: Choosing the appropriate career is crucial in today's environment. It is an extremely challenging and complicated task. One should consider their skills, area of interest, abilities, and capabilities before picking the proper vocation. Students hesitate to enter some occupations due to a lack of knowledge about certain fields, which has had a negative impact on those professions. Career Guidance Web Application with Aptitude Test is a type of counselling that focuses on assisting people in determining the best career path for them. It works as an informative tool that will guide the user to get information about the different streams in which he or she wants to pursue their career. Career Guidance Web Application with Aptitude Test a space for counselling that focuses on assisting people with tracking down the right career pathway. It works as an informative tool which will guide the user to get the information about the different streams in which he/she wants to pursue their career. Also, the normal person can get the information about the different streams which he wants to know. If the user is confused to choose one, we are also providing an Aptitude test to find out the eligibility and the interest of the user. The user’s result will be generated respective to its performance in the test.
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13

Rogers, Vivienne E., Paul Meara, Rachel Aspinall, Louise Fallon, Thomas Goss, Emily Keey, and Rosa Thomas. "Testing aptitude." EUROSLA Yearbook 16 (August 10, 2016): 179–210. http://dx.doi.org/10.1075/eurosla.16.07rog.

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Meara (2005) developed the LLAMA tests as a free, language-neutral, user-friendly suite of aptitude tests incorporating four separate elements: vocabulary learning (LLAMA_B), phonetic (implicit) memory (LLAMA_D), sound-symbol correspondence (LLAMA_E) and grammatical inferencing (LLAMA_F) based on the standardised MLAT tests (Carroll & Sapon 1959). Recently, they have become increasingly popular in L2 acquisition research (Grañena & Long 2013b). However, Meara has expressed concern about the wide use of these tests without validity testing (cf. Grañena 2013a). To this end, we investigated several areas relating to the LLAMA tests, i.e. (1) the role of gender in LLAMA test performance; (2) language neutrality; (3) the role of age; (4) the role of formal education qualifications; (5) the effect of playing logic puzzles on LLAMA scores and (6) the effect of changing the test timings to scores. 229 participants from a range of language backgrounds, aged 10–75 with various education levels, typologically distinct L1s, and varying levels of multilingualism were tested. A subset of participants was also tested with varying timings for the tests. The results showed that the LLAMA tests are gender and language neutral. The younger learners (10–11s) performed significantly worse than the adults in the sound/symbol correspondence task (LLAMA_E). Formal education qualifications show a significant advantage in 3 of the LLAMA subcomponents (B, E, F) but not the implicit measure (LLAMA_D). Playing logic puzzles did not improve LLAMA test scores. The timings appear to be optimal apart from LLAMA_F, which could be shortened. We suggest that the LLAMA aptitude tests are not significantly affected by these factors although researchers using these tests should be aware of the possible impact of education level on some components of the tests.
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14

Schult, Johannes, Franziska T. Fischer, and Benedikt Hell. "Tests of Scholastic Aptitude Cover Reasoning Facets Sufficiently." European Journal of Psychological Assessment 32, no. 3 (July 2016): 215–19. http://dx.doi.org/10.1027/1015-5759/a000247.

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Abstract. This study explores how reasoning facets relate to tests of scholastic aptitude and to academic performance. Intelligence test scores and academic aptitude test scores from freshman students in science (n = 284) and economics (n = 359) as well as subsequent grades from their first year in college were used to analyze structural equation models. The direct influence of reasoning facets on academic performance is fully mediated by academic aptitude test scores. Numeric abilities dominate the aptitude tests’ predictive power. Verbal reasoning explains a significant amount of aptitude test score variance in science but not in economics. The mediation analysis suggests that verbal, numeric, and figural reasoning are covered sufficiently by the aptitude tests.
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15

Haiyong, Zhao, and Luo Shaoqian. "The Impact of Language Aptitude on Grammar Attainment of EFL Learners with Different Ages of Onset in the Chinese Context." Language Teaching Research Quarterly 31 (November 2022): 67–82. http://dx.doi.org/10.32038/ltrq.2022.31.06.

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The effect of language aptitude on grammar attainment of second language learners with different ages of onset became one of the hot topics in the last decades. However, most previous studies were conducted in a second language context with inconsistent results, and few studies were conducted in a foreign language context. To fill this gap, the current study investigated the impact of language aptitude on grammar attainment of EFL learners with different ages of onset in the Chinese context. A Timed Grammatical Judgment Test and an Untimed Grammatical Judgment Test, a Metalinguistic Knowledge test, and a Language Aptitude test were used in the study, and 112 participants were sampled. The results show that the aptitude scores of the three groups of EFL learners with different ages of onset have no significant difference; language aptitude moderates performance on the Untimed Grammatical Judgment Test and the Metalinguistic Knowledge test, which was mainly reflected in the earlier starters; and higher aptitude learners outperform lower aptitude learners in all three grammar tests. Overall, this study provides evidence to support the impact of language aptitude on EFL learners in the Chinese context.
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16

Suárez, Maria-del-Mar. "A Need for an Aptitude Test for Young Learners in Catalan: The Case of the Modern Language Aptitude Test – Elementary in Catalan." Language Teaching Research Quarterly 31 (December 2022): 101–18. http://dx.doi.org/10.32038/ltrq.2022.31.08.

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Young learners’ language aptitude is understudied due to a lack of tests covering this period of life. Young learners, in contrast with adults, are still acquiring their L1. Consequently, a language-dependent aptitude test should be carefully designed for it to be valid. An additional challenge is found when the young learners who are to take the test are bilingual, as is the case of the Catalan/Spanish community in Catalonia. This chapter aims at explaining the process to translate and adapt the Modern Language Aptitude Test – Elementary in Spanish (MLAT-ES - Stansfield et al., 2005) into Catalan (MLAT-EC – Suárez, 2010) so as to obtain a valid aptitude measure across grades. The results show that despite the linguistic proximity between Catalan and Spanish, several issues had to be considered, not only linguistic and cultural but also the learners' age range for the test is addressed to.
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17

Powers, Donald E., Mary Jo Clark, and Jerilee Grandy. "TEST SCORE CHANGES ON THE GRE GENERAL (APTITUDE) TEST." ETS Research Report Series 1985, no. 1 (June 1985): i—37. http://dx.doi.org/10.1002/j.2330-8516.1985.tb00089.x.

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18

Świątek, Adam. "From a Simple Testing Tool to Advanced Computer-based MLAT Test: A Century of Aptitude Testing." Anglica Wratislaviensia 54 (November 15, 2016): 127–50. http://dx.doi.org/10.19195/0301-7966.54.9.

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The beginning of the aptitude concept, as well as aptitude testing, or, in other words, measuring one’s predispositions to foreign languages dates back to the 1920’s when the first aptitude tests, like the Iowa Foreign Language Aptitude Examination, or the Luria-Orleans Language Prognosis Test came into existence Carroll 1962. Since that time, aptitude tests have gone through a multitude of different transformations — from simple testing tools that resembled intelligence tests to an advanced computer-based version of the most influential Modern Language Aptitude Test developed by Carroll and Sapon in 1959 Dörnyei and Skehan 2003. Apart from them, researchers from different countries have attempted to create their own unique versions of the MLAT, like the Hungarian HUNLAT battery Safar and Kormos 2008, the Polish version named TUNJO Rysiewicz 2011, or even the CANAL-F battery based on an artificial language Kocic 2010. Therefore, the main goal of this paper is to provide a thorough theoretical analysis and review of the available aptitude testing batteries and find the differences and similarities between them. What is more, the paper aims to describe the components of all the possible aptitude tests and discover the potential behind the testing tools that examine one’s natural predispositions effectively. Apart from the general knowledge about aptitude testing available anywhere nowadays, it is necessary to understand how the tests work, and what they expect from a participant taking part in such an initiative. As they are often compared with intelligence tests, the purpose of this paper is to show that aptitude tests constitute a different tool, and measure different abilities and skills than a set of intelligence related instruments. To reach this goal, I examine the tools available, describe their properties and potential success rate, analyze their components and compare them with the other batteries.
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19

Russo, Mariachiara. "Testing aptitude for interpreting." Interpreting. International Journal of Research and Practice in Interpreting 16, no. 1 (March 10, 2014): 1–18. http://dx.doi.org/10.1075/intp.16.1.01rus.

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This longitudinal study on the predictive value of ‘simultaneous’ Italian-to-Italian oral paraphrasing as an aptitude test for interpreting was conducted on 64 conference interpreting students at the University of Bologna (Forlì). All students completed their course with Italian as their ‘A’ language, having passed the entrance examination (which included a paraphrase test, recorded for evaluation) during the period 2004–2006. Using paraphrase as a pre-interpreting aptitude test in a smaller sample, Russo and Pippa (2004) found a significant correlation between course outcome measures (average interpreting exam mark and number of exam sessions needed to pass all interpreting exams) and two of the evaluation parameters for paraphrasing: ‘synonymic substitution’ (use of synonyms and equivalent expressions) and ‘loss of coherence’. The present study examined whether, in a different setting, these two parameters and the students’ actual admission test mark for paraphrase/recall testing correlated with the same outcome measures. Ability to use synonyms showed the highest validity in relation to the number of interpreting exam sessions, correctly classifying 48 out of 64 students (75%) as ‘slow’ (> 6 sessions: test sensitivity = 80%) or ‘fast’ (≤ 6 sessions: test specificity = 71%). Results thus indicate that an oral ‘real time’ paraphrasing test can help identify such prerequisites of effective interpreting as mental flexibility and expressive ability.
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20

Pöchhacker, Franz. "Assessing aptitude for interpreting." Aptitude for Interpreting 13, no. 1 (April 11, 2011): 106–20. http://dx.doi.org/10.1075/intp.13.1.07poc.

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Based on a review of some of the most promising approaches to aptitude testing in the literature this paper proposes a novel task piloted at the Center for Translation Studies of the University of Vienna. The SynCloze test combines an auditory cloze exercise with a task requiring high expressional fluency, that is, rapidly finding contextually appropriate synonymic sentence completions. The rationale and design of the SynCloze test as well as the scoring method, which takes into account both the degree of accuracy and the speed of response, are described. The results of four rounds of testing involving some 120 students in the final stage of their undergraduate studies show that the test effectively discriminates between undergraduate novices and a control group of interpreting students, and students for whom the test language (German) is the A vs. the B language. Most significantly, the test scores correlate, albeit moderately, with students’ performance on an intralingual consecutive interpreting exam at the end of the course.
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Krisna, Idwin Irma, Djemari Mardapi, and Saifuddin Azwar. "Determining standard of academic potential based on the Indonesian Scholastic Aptitude Test (TBS) benchmark." Research and Evaluation in Education 2, no. 2 (December 28, 2016): 165. http://dx.doi.org/10.21831/reid.v2i2.8465.

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The aim of this article was to classify The Indonesian Scholastic Aptitude Test or Tes Bakat Skolastik (TBS) results for each subtest and describe scholastic aptitudes in each subtest. The subject of this study was 36,125 prospective students who took the selection test in some universities. Data analysis began by estimating testees’ ability using the Item Response Theory, and benchmarking process using the scale anchoring method applying ASP.net web server technology. The results of this research are four benchmarks (based on cutoff scores) on each subtest, characters which differentiate potential for each benchmark, and measurement error on each benchmark. The items netted give a description of the scholastic aptitude potential clearly and indicate uniqueness so that it could distinguish difference in potential between a lower bench and a higher bench. At a higher bench, a higher level of reasoning power is required in analyzing and processing needed information so that the individual concerned could do the problem solving with the right solution. The items netted at a lower bench in the three subtests tend to be few so that the error of measurement at such a bench still tends to be higher compared to that at a higher bench.
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Jang eun seob. "Student’s Perception of Korea Scholastic Aptitude Test." Journal of CheongRam Korean Language Education ll, no. 44 (December 2011): 331–60. http://dx.doi.org/10.26589/jockle..44.201112.331.

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23

Yudha, I. W. P., I. M. Candiasa, and G. Indrawan. "The development of online vocational aptitude test." Journal of Physics: Conference Series 1516 (April 2020): 012036. http://dx.doi.org/10.1088/1742-6596/1516/1/012036.

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24

Dynarski, Mark. "The Scholastic Aptitude Test: Participation and performance." Economics of Education Review 6, no. 3 (January 1987): 263–73. http://dx.doi.org/10.1016/0272-7757(87)90005-7.

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25

Hariri, Ahmad, Parjan, Gatut Rubiono, and Dimas Hari Cahyo. "Situational Awareness Training Evaluation with Computer Based Test for Pilot Cadet." World Journal of Vocational Education and Training 4, no. 1 (June 13, 2022): 1–9. http://dx.doi.org/10.18488/119.v4i1.3026.

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Situational awareness (SA) is the most important category in single pilot resource management. SA is how a pilot assesses the situation inside and outside the aircraft appropriately to achieve safe and efficient flight safety. SA is an important constituent of a person in information processing and the pilot decision-making process. This study aims to evaluate training in cadet situation awareness. The analysis was based on the aptitude test results as flight training series consisting theoretical stages, simulator and flight practices. Aptitude test is consisting several sections. There were pre-tests and post-tests. Aptitude test results are displayed as cadet score graph, for each section, and the final score will be approached by regression line. Each section average value and the final score are calculated to get changes level in the test score. The results showed an increase in the situational awareness of the cadets based on the aptitude test score.
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Wilkinson, William K., and Neil H. Schwartz. "The Epistemological Orientation of Gifted Adolescents: An Empirical Test of Perry's Model." Psychological Reports 61, no. 3 (December 1987): 976–78. http://dx.doi.org/10.2466/pr0.1987.61.3.976.

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The purpose of this study was to investigate the relative importance of chronological age versus mental aptitude in determining complexity of epistemological thinking. Nineteen gifted students with chronological ages between 12 and 15 yr. and mental aptitude in the gifted range completed the Adherence Scale, a scale designed to distinguish students with dualistic and relativistic epistemological beliefs. Since we found that over 50% of our subjects held relativistic beliefs, yielding a significant chi squared, mental aptitude appears to be more important in determining students' epistemological beliefs. Methodological limitations regarding this finding are briefly discussed.
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Park, Won-Tae, and Kang-Seok Lee. "A Study on the Aptitude Test of Remotely Piloted Aircraft Pilots (Focused on Selection of Aptitude Test Items)." Journal of the Korean Society for Aviation and Aeronautics 23, no. 1 (March 31, 2015): 30–40. http://dx.doi.org/10.12985/ksaa.2015.23.1.030.

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Angoff, William H., and Linda L. Cook. "EQUATING THE SCORES OF THEPRUEBA DE APTITUD ACADÉMICA™ AND THESCHOLASTIC APTITUDE TEST®." ETS Research Report Series 1988, no. 1 (June 1988): i—18. http://dx.doi.org/10.1002/j.2330-8516.1988.tb00259.x.

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29

Anderson, Andrew J., and Alan W. Johnston. "Test/retest and inter-test agreement of color aptitude measures." Color Research & Application 40, no. 3 (March 5, 2014): 224–31. http://dx.doi.org/10.1002/col.21876.

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30

Kim, Peter. "Concurrent Validity of LLAMA_F: Measure of Language Analytic Ability as a Predictor of Morphosyntax Knowledge." Language Teaching Research Quarterly 24 (December 2021): 23–43. http://dx.doi.org/10.32038/ltrq.2021.24.02.

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Foreign language aptitude is defined as one’s potential to learn a second language. A language learner with higher aptitude is predicted to learn more, faster, and reach a higher level of proficiency. If this is the case, one way to validate the construct of aptitude and its measure is to conduct a validation study in which measures of aptitude is correlated with a learning outcome. This study aimed to conduct a concurrent validity of LLAMA_F, a foreign language aptitude test using grammaticality judgement test (GJT) as its concurrent criterion. This was done through dis-attenuated correlation, using reliability values obtained using classic test theory (CTT) and item analysis. The results show barely adequate reliability for LLAMA_F, high reliability values for GJT and a weak linear relationship between the two constructs. The findings of this study demonstrated that LLAMA_F might suffer from a lack of strong internal consistency. While the 200-item GJT was shown to be reliable, a few of its subcomponents were less than adequate. A further in-depth item analysis of GJT is needed in order to pare down the test and make it shorter for easier application and data collection. Finally, a nonlinear relationship between aptitude and measures of achievement is suggested for future research on language aptitude.
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Salafiyah, Nafik, Slamet Haryono, and Mochammad Usman Wafa. "Development Of Music Aptitude Test Instruments For The Student Of Music Education Departement." Jurnal Seni Musik 11, no. 2 (December 31, 2022): 206–9. http://dx.doi.org/10.15294/jsm.v11i2.63713.

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It is necessary to develop a music aptitude test instrument as students, basic music knowledge is not optimally developed yet. Due to the inavailability of such instruments in the music education department, this study saimed to design and develop music aptitude test. The tests in used to measure students skills in understanding basic musical skills. This study used experimental quantitative approach. The findings resulted in 40 test items covering 8 teaching goals and 35 indicators aligned to the Semester Learning Plan (RPS) of solfeggio class. Further, the future research will focus on music aptitude test in audio form for the students.
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Adalla, Mary June T., Riza C. Basierto, Jeselle S. Aquino, and Cyrene B. Corsino. "Variates of the Teaching Aptitude of Teacher Education Students: Inputs to Teacher Education Admission." Proceedings Journal of Interdisciplinary Research 1 (November 22, 2014): 125–30. http://dx.doi.org/10.21016/irrc.2014.14ntt047.

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Teacher education institutions are mandated to produce the best graduates to ensure that only the best inputs into the teaching profession are hired. However, the issue of teacher inputs in the teaching profession could be traced to how teacher education institutions admit their students. The research looked into the students’ age, sex, course, school graduated, parents’ educational attainment, parents’ monthly income, high school Grade Point Average, College Grade Point Average for the first semester, attitudes towards the teaching profession and the performance of the students in the Teaching Aptitude Test (TAT). A significant relationship between the profile of the respondents and the teaching aptitude was found. The study utilized the descriptive correlational design. The respondents composed of the freshman students enrolled in SY 2013 – 2014, answered a survey questionnaire on the profile. The performance in the Teaching Aptitude Test was based on the examination results secured from the College Guidance Office. Frequency counts; percentages, weighted means, and multiple regression analyses were used to analyze the data obtained. The profile of the College of Education freshmen revealed that majority are of age range of 15-19, female, graduates of a national high school, with parents who are either college undergraduates or college graduates, with parents whose income range below P10000, have Good performance in high school, have Good performance in college in the first semester, and Highly Favorable teaching aptitude. The respondents had Low performance in the aptitude test. In general, no significant correlation was found between the profile and the teaching aptitude. However, monthly income and attitudes towards teaching significantly predicted the teaching aptitude. The study recommended the development and validation of a localized teaching aptitude test. Another research correlating the teaching aptitude test results with other variables is suggested.
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Aksak, Kubra, and Feryal Cubukcu. "A comparison between academic achievement and language aptitude among pre-service language teachers." Lenguaje 48, no. 1 (January 24, 2020): 143–59. http://dx.doi.org/10.25100/lenguaje.v48i1.7395.

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The main purpose of this research is to investigate whether there is a correlation between university pre-service language teachers’ language aptitude and their English achievement levels. The sample of the study determined by the stratified sampling method consists of 72 pre-service language teachers who are selected from 1st, 2nd, 3rd and 4th year pre-service language teachers at Language Teaching Department. In this study, the data were collected through “Verbal Aptitude Test” modified from the psychometric success site. In this program, the Spearman Correlation Coefficient analysis was used to elicit the correlation of pre-service language teachers’ language aptitude with their English achievement levels. The results indicated that while there is a moderate relation of pre-service language teachers’ English achievement levels with their rote learning ability and grammatical sensitivity there is a weak relation of phonetic coding ability with language aptitude. Additionally, a slight correlation between pre-service language teachers’ inductive learning ability and their achievement levels is found. All in all, even if the dimensions of language aptitude test pointed to some degree of correlation between the components of language aptitude and English achievement level, the overall results of the language aptitude test indicated that there is a weak correlation between pre-service language teachers’ language aptitude and achievement levels. However, the fact that pre-service language teachers have low language aptitude scores does not guarantee they will be less successful in language learning.
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Țânculescu, Lavinia, Daniela Vercellino, and Dragoș Iliescu. "Adaptarea Poppleton Allen Sales Aptitude Test (PASAT2000) în România: Implicaţii privind procesul de evaluare a forţei de vânzări în România." Psihologia Resurselor Umane 8, no. 2 (January 26, 2020): 21–29. http://dx.doi.org/10.24837/pru.v8i2.415.

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The paper discusses the cultural adaptation of the Poppleton Allen Sales Aptitude Test inRomania, describing the translation and adaptation process, the structure of the Romaniannormative sample and the psychometric characteristics of the Romanian form of the measure.Also, conclusions drawn are discussed regarding implications of the normative sample, in termsof comparisons between certain criterion groups contained in the normative sample, as well as interms of comparisons of the Romanian data regarding the existence of sales aptitudes in bothsales and non-sales professionals, in different industries.
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35

Nisha, Kavassery Venkateswaran, Devi Neelamegarajan, Nishant N. Nayagam, Jim Saroj Winston, and Sam Publius Anil. "Musical Aptitude as a Variable in the Assessment of Working Memory and Selective Attention Tasks." Journal of Audiology and Otology 25, no. 4 (October 10, 2021): 178–88. http://dx.doi.org/10.7874/jao.2021.00171.

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Background and Objectives: The influence of musical aptitude on cognitive test performance in musicians is a long-debated research question. Evidence points to the low performance of nonmusicians in visual and auditory cognitive tasks (working memory and attention) compared with musicians. This cannot be generalized to all nonmusicians, as a sub-group in this population can have innate musical abilities even without any formal musical training. The present study aimed to study the effect of musical aptitude on the working memory and selective attention.Subjects and Methods: Three groups of 20 individuals each (a total of 60 participants), including trained-musicians, nonmusicians with good musical aptitude, and nonmusicians with low musical aptitude, participated in the present study. Cognitive-based visual (Flanker’s selective attention test) and auditory (working memory tests: backward digit span and operation span) tests were administered.Results: MANOVA (followed by ANOVA) revealed a benefit of musicianship and musical aptitude on backward digit span and Flanker’s reaction time (p<0.05). Discriminant function analyses showed that the groups could be effectively (accuracy, 80%) segregated based on the backward digit span and Flanker’s selective attention test. Trained musicians and nonmusicians with good musical aptitude were distinguished as one cluster and nonmusicians with low musical aptitude formed another cluster, hinting the role of musical aptitude in working memory and selective attention.Conclusions: Nonmusicians with good musical aptitude can have enhanced working memory and selective attention skills like musicians. Hence, caution is required when these individuals are included as controls in cognitive-based visual and auditory experiments.
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Russo, Mariachiara. "Aptitude testing over the years." Aptitude for Interpreting 13, no. 1 (April 11, 2011): 5–30. http://dx.doi.org/10.1075/intp.13.1.02rus.

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In the present paper I review the existing literature on aptitude testing with a view to highlighting the main emerging themes: which qualities indicate an aptitude in a prospective interpreter, how these qualities may be measured and which types of test should be administered, the issue of valid and reliable testing, proposals for test designs, and, finally, description of aptitude tests which have identified statistically significant predictors. The focus is on spoken language, but signed-language aptitude testing is also partially covered. Available results so far appear to show that interpreting-related cognitive skills and verbal fluency may be measured and may be predictive both for spoken-language and for signed-language interpreting candidates. In particular, the production of synonyms appears to be a strong aptitude predictor from several independent research projects.
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Gustafsson, Jan‐Eric, Ingemar Wedman, and Anette Westerlund. "The Dimensionality of the Swedish Scholastic Aptitude Test." Scandinavian Journal of Educational Research 36, no. 1 (January 1992): 21–39. http://dx.doi.org/10.1080/0031383920360102.

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38

Newland, T. Ernest. "The Blind Learning Aptitude Test in rehabilitation assessment." Rehabilitation Psychology 35, no. 3 (1990): 181–84. http://dx.doi.org/10.1037/h0079057.

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Rothschild, Lois H. "Scholastic Aptitude Test preparation for the adolescent dyslexic." Annals of Dyslexia 37, no. 1 (January 1987): 212–27. http://dx.doi.org/10.1007/bf02648068.

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40

Pudlowski, Zenon J., and Michael Rados. "A computer-based aptitude test for electrical engineering." Computers & Education 22, no. 3 (April 1994): 239–50. http://dx.doi.org/10.1016/0360-1315(94)90005-1.

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41

POWERS, DONALD E. "EFFECTS OF COACHING ON GRE APTITUDE TEST SCORES." Journal of Educational Measurement 22, no. 2 (June 1985): 121–36. http://dx.doi.org/10.1111/j.1745-3984.1985.tb01052.x.

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42

Padilla, Amado M. "The Scholastic Aptitude Test Debate: A New Chapter." Contemporary Psychology: A Journal of Reviews 38, no. 4 (April 1993): 345–46. http://dx.doi.org/10.1037/033197.

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43

Centra, John A. "Handicapped Student Performance on the Scholastic Aptitude Test." Journal of Learning Disabilities 19, no. 6 (June 1986): 324–27. http://dx.doi.org/10.1177/002221948601900602.

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44

Furnham, Adrian, and Tony Miller. "PERSONALITY, ATTENTION TO DETAIL AND TELEPHONE MANNER." Social Behavior and Personality: an international journal 36, no. 2 (January 1, 2008): 177–82. http://dx.doi.org/10.2224/sbp.2008.36.2.177.

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Over 1,200 potential callcenter sales staff answered a printed job advertisement by telephone. Trained raters judged the applicant on 3 dimensions and around 450 were called to a face-to-face interview. At the interview they were given a personality test (NEO-FFI; Costa & McCrae, 1992) and a Customer Service Aptitude Test that was devised for this study. Despite range restrictions on rated telephone behavior the personality variables correlated with both actual telephone interview rating and a customer service aptitude test. Regressions showed that Extraversion was the only significant predictor of the total rated interview score. Open, stable and agreeable females did best on the customer service aptitude test.
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45

L., J. F. "HOW VALUABLE IS THE S.A.T.?" Pediatrics 83, no. 4 (April 1, 1989): A56. http://dx.doi.org/10.1542/peds.83.4.a56.

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Most societies have some sort of rite of passage from childhood to adulthood. The aborigine in Australia send adolescents into the wilderness on a "walkabout." German noblemen prove their maturity by acquiring dueling scars. Americans have one in which their young people spend three high-pressured hours filling in little boxes. Anthropologists call it "Taking the Scholastic Aptitude Test." What do they measure? To anyone with lingering faith in Santa Claus, the Easter Bunny and truth-in-packaging, the answer is obvious: The Scholastic Aptitude Test measures scholastic aptitude. For that answer score zero. The test was created in 1926, when people still believed that there was something called intelligence that experts could measure and put a number on. Scholastic aptitude was its academic counterpart. Today no one believes that intelligence is that simple, and developers of the aptitude test have backed away from claiming to measure aptitude. What does the test tell colleges? The College Board says the examination predicts college grades in the freshman year. The technical term is predictive validity, which is measured on a scale of zero to one. Zero means that the result would be as random as using a zip code. A perfect 1.0 means that everyone with high test scores will get high grades, everyone with low scores will get low grades and so forth. Testmakers' research shows that college freshmen grades can be predicted with a validity of 0.42 based on the aptitude test, 0.48 based on high school grades and 0.55 if both are used. Since colleges already have students' grades, the incremental advantage of having the test scores is 0.07. Do test scores change admissions decisions? In a new book, "The Case Against the S.A.T.," James Crouse and Dale Trushei.m of the University of Delaware argue that the test is "valid but redundant." They conducted their own studies and concluded that by using high school grades alone, they could come to the same conclusion as admissions directors in all but 3 percent of cases-not enough, in their opinion, to justify the whole enterprise.
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Hariri, Ahmad, Parjan Parjan, Adolf A. Marantika, and Ikhwanul Qiram. "Ethnical Diversity in the Pilot Cadets Education: Study at Banyuwangi Indonesian Aviation Academy." IJORER : International Journal of Recent Educational Research 3, no. 4 (July 30, 2022): 391–402. http://dx.doi.org/10.46245/ijorer.v3i4.227.

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Pilot cadets take part in a series of education and training at an academy. Differences in the background of prospective cadets can affect the educational process and achievements achieved by the cadets. This study aims to analyze differences in the area of origin of the education and training outcomes of prospective pilot cadets. The study was conducted on 22 cadets of the Indonesian Aviation Academy Banyuwangi which were divided into 3 groups of regions of origin which generally had different levels of educational progress. The scores of the initial test results including the academic potential test, physical test and initial flight aptitude test were compared. Furthermore, comparisons were made for the initial flight aptitude test, flight aptitude test 1 and flight aptitude test 2. The results showed that education and training at the academy could improve the performance of the cadets but still resulted in achievement gaps due to their regional background. The results of the study can be used as a reference for the development of pilot education models. Further research can be done for deeper diversity or educational curriculum that is not yet optimal
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Indra Sudrajat. "STUDENTS’ SPEAKING PERFORMANCE IN THE CONTEXT OF LANGUAGE LEARNING APTITUDE." JELA (Journal of English Language Teaching, Literature and Applied Linguistics) 3, no. 1 (April 1, 2021): 33–42. http://dx.doi.org/10.37742/jela.v3i1.40.

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The language learning aptitude research has become popular again lately after some redefining efforts to include creative and practical language-acquisition abilities. Therefore, this study is designed by involving students’ creativity and part of language acquisition (i. e. speaking performance). Recent works have shown that the discussion on aptitude is very much alive after a relatively silent period of about thirty years. Early studies have shown that the established language learning aptitude tests show high correlations with intelligence and controlled language production, but low correlations with free oral production and general communication skills. The conventional aptitude tests do not tell the whole story of a person’s second-language learning ability. To challenge the old findings, in this research, the students’ language learning aptitude which is measured by an aptitude test is correlated with their speaking performance. It is an extending work to be up-to-date with the present trend of English teaching- learning in classroom which plays an important role in second-language acquisition as well, i. e. free oral production and general communication skills. A well-established test format and instruments by expert involving some relevant elements has been adapted for the selected students and the feasibility of assessing speaking performance in an English course is evaluated empirically. The results showed that the test and the instrument provide a reliable and efficient method of assessing the students’ aptitude and speaking performance. Evidence of validity was obtained from various tasks, and from an analysis of the scores in terms of some aspects, which is known to be associated with different levels of aptitude and speaking performance.
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Dambrot, Faye H., S. Marc Silling, and Avery Zook. "Psychology of Computer Use: II. Sex Differences in Prediction of Course Grades in a Computer Language Course." Perceptual and Motor Skills 66, no. 2 (April 1988): 627–36. http://dx.doi.org/10.2466/pms.1988.66.2.627.

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This study investigated the effects of sex, computer aptitude, computer attitudes, computer experience, mathematics aptitude, and mathematics experience on the prediction of course grades in a computer language course. The sample consisted of 119 women and 73 men who completed an assembly-language programming course at a midwestern state university. While men in general had higher mathematics aptitude and computer aptitude, women received higher course grades in the computer language course. Students who failed the course were significantly lower in computer aptitude, computer experience, mathematics aptitude, mathematics experience, and high school GPA. A discriminant analysis for the total sample correctly classified passing and failing students at 81.1% accuracy rate. A short test of computer aptitude significantly added to high school grades and mathematics experience in a regression analysis of course grades. Computer attitudes were not related to course grades.
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SPARKS, RICHARD L., JON PATTON, LEONORE GANSCHOW, and NANCY HUMBACH. "Long-term relationships among early first language skills, second language aptitude, second language affect, and later second language proficiency." Applied Psycholinguistics 30, no. 4 (October 2009): 725–55. http://dx.doi.org/10.1017/s0142716409990099.

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ABSTRACTFifty-four students were followed over 10 years beginning in first grade to determine best predictors of oral and written second language (L2) proficiency. Predictor variables included measures of first language (L1) skill administered in first through fifth grades, L1 academic aptitude, L2 aptitude (Modern Language Aptitude Test), and L2 affect (motivation, anxiety). All participants completed 2 years of L2 study in high school. Findings revealed strong correlations between early L1 skills and later L2 proficiency, but the Modern Language Aptitude Test was the best predictor of overall L2 proficiency and most L2 proficiency subtests. However, L1 word decoding was the best predictor of L2 word decoding skills. Early L1 skills, L2 motivation, or L2 anxiety added a small amount of variance to the prediction models. Findings suggested that language-related variables are the most robust predictors of L2 proficiency. Results are discussed in the context of long-term cross linguistic transfer of early L1 skills to later L2 aptitude and L2 proficiency.
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Tasnim, Nasim E., Nilufa Parvin, Ripon Barua, Md Mohibur Rahman, Md Hassan Asrafe, Mohammad Mustafizur Rahman, and Kazi Khairul Alam. "Students’ View about Attitude and Aptitude Test of Students in the Selection Process of MBBS Course in Bangladesh." Bangladesh Journal of Medical Education 13, no. 2 (July 28, 2022): 3–12. http://dx.doi.org/10.3329/bjme.v13i2.60940.

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Attitude and aptitude are the two important criteria to select medical professionals. Interest for the subject is a pre requisite as well as students need high levels of motivation, intelligence and stamina to cope up with the stresses encountering in the steps of medical profession. Currently, no research is found to identify attitude and aptitude of students as selection criteria of MBBS course of Bangladesh. This descriptive type of cross sectional study was carried out from January 2021 to December 2021, among 617 undergraduate medical students of 8 medical colleges of Bangladesh. Data were collected by self-administered pre tested structured questionnaire, then compiled and analysed using SPSS version 26. Regarding need of attitude test, the study revealed that 97.7% students and regarding aptitude test 90.8% students were agreed. Among the reasons in favour of attitude test, maximum (54.89%) students were agreed about the statement “Cause of their eagerness to enrol into this course will be known”. Regarding reasons in favour of aptitude test, mean score were above 4 (out of 5) by majority (90.8%) of students in selected 4 areas of professionalism-1) Knowledge, skill and performance, 2) Safety and quality of treatment, 3) Communication and teamwork and 4) Morality and gaining trust. The study emphasizes that attitude and aptitude test are essential need for the MBBS candidates. So, the tests may be the essential part selection process. Bangladesh Journal of Medical Education Vol.13(2) July 2022: 3-12
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