Introduction
An aptitude test, also referred to as an ability test, is a test that is designed to assess the logical or thinking capability of an individual. An aptitude test usually consists of numerous choice questions that are administered in an examination environment. Another characteristic factor about tests of aptitude is that they are administered under strict timing, so that the results can be subjected to comparison with those of a managing group in making the judgment of capabilities. The questions can either be tackled on paper or online where the advantage of online testing is that results are given immediately and also that the test can be taken in varied environments. (Zwick, 2002).
Main part
One of the factors that should reflect in an aptitude test is that it should have numerous multi choice questions that help in reflecting the abilities of an individual in the different areas of testing. These areas include calculative capability, verbal capability and problem solving among others. Another distinctive factor about aptitude tests is that they should be provided under examination conditions, and that the time for tackling the questions should be strictly monitored so that it can help reflect on the speed and efficiency of the individual in solving the questions. (Coyle & Pillow, 2008)
Aptitude tests should also be capable of reflecting and providing results that can be quantified in terms of the speed and power of the individual in the different areas of testing. In speed testing the questions are relatively straightforward and the analysis is done based on the number of questions one is able to solve. Aptitude tests of speed are often applied in recruitment of personnel at managerial and clerical levels of work. On the other hand, power tests present fewer but more complex questions to analyze the ability of a person in problem solving, and are used more at managerial and professional levels of testing. (Frey & Detterman, 2003)
For an aptitude test to be comprehensive it should test the verbal capabilities of an individual and these include grammar, spelling, understanding analogies and the ability to track comprehensive written instruction. This part is used in examining the communication abilities of individuals. (Gould, 1996)
The other aspect of an aptitude test that should be reflected in a comprehensive aptitude test is the numeric capability of an individual and is tested by the use of simple calculations, number sequencing and patterns, among others. At higher levels the tests use interpretation of graphs and charts into information and they are supposed to measure an individual’s ability to work with numbers. (Hoffman, 1962)
Abstract reasoning is another factor that must be represented in a comprehensive aptitude test where an individual should determine solutions from patterns. This part plays as the best indicator of intelligence and the potential for learning new things quickly. (Hubin, 1988)
Spatial ability as a constituent factor is used often in areas that work with spatial skills that are used in manipulation of two dimensional shapes or visualization of diagrams of three dimensional objects. Mechanical reasoning is also another important part that reflects on the knowledge of physical and mechanical principles in an individual, and these are often applied in technical occupations. (Brown, 2000)
The other factors that are reflected in a comprehensive aptitude test include questions that evaluate the capability of an individual in fault diagnosis, interpreting work samples and data checking skills. (Sacks, 2001)
Conclusion
In summary the factors that should be reflected in an aptitude test include the environment, conditions and areas of coverage of the test. This is because availing the required conditions and putting the test areas into test, the results achieved will give a clear indication of the individual’s capabilities.
Reference list
Brown, H. (2000). Principles of language learning and teaching.
Coyle, R, & Pillow, R. (2008). SAT and ACT predicts college GPA after removing. Intelligence, 36(6):719-729.
Frey, C., & Detterman, K. (2003) Scholastic Assessment org? The Relationship.. between the Scholastic Assessment Test and General Cognitive Ability.. Psychological Science, 15(6):373–378.
Gould, J. (1996). The Mismeasure of Man. W. W. Norton & Company; Rev Edition.
Hoffman, B. (1962) The Tyranny of Testing. Orig. publishers. Collier.
Hubin, R. (1988) “The Scholastic Aptitude Test: Its Development and Introduction, 1900–. 1948″ A Ph.D. Dissertation in American History at the University of Oregon.
Sacks, Z. (2001). Standardized Minds: The High Price of America’s Testing Culture and. What We Can Do to Change It. Perseus.
Zwick, R. (2002). Fair Game? The Use of Standardized Admissions Tests in Higher. Education. Falmser.