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Aptitude Test

The document discusses aptitude tests, defining aptitude as an individual's innate ability to perform specific tasks. It outlines the nature of aptitude tests, their uses in evaluation, and various types of cognitive abilities they measure, such as fluid intelligence and verbal aptitude. Additionally, it categorizes aptitude tests into specialized and general types, providing examples and references for further reading.

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7 views7 pages

Aptitude Test

The document discusses aptitude tests, defining aptitude as an individual's innate ability to perform specific tasks. It outlines the nature of aptitude tests, their uses in evaluation, and various types of cognitive abilities they measure, such as fluid intelligence and verbal aptitude. Additionally, it categorizes aptitude tests into specialized and general types, providing examples and references for further reading.

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chadaramsantoshsoumya
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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SPURTHY COLLEGE OF

NURSING
BANGALORE
NURSING EDUCATION
ASSIGNMENT
ON
TOOLS FOR EVALUATION

APTITUDE TEST

Submitted to:
Submitted by : S SREENIVASON
MSc. Nursing 1st year,
SPURTHY CON, BANGALORE
INTRODUCTION:-

Aptitude is the innate level of physical or mental competency for


doing specific work at certain level.In general terms, it is also known
as talent. Aptitude is a condition or set of characteristics regarded
as symptomatic of an individual’s ability to speak a language, to
produce music. Aptitude is something more than ability. It is ability
plus suitability of performance.

DEFINITION :-

According to Bingham,’Aptitude refer to those qualities


characterizing a person’s way of behavior which serve to indicate
how well he can learn to meet and solve certain specified kinds of
problems’.

NATURE OF APTITUDE TEST:

 In born talent: We generally observe people that some are


very good in art, some at music and some in dance with or
without training, i.e. in born talent. Another important example
to understand the importance of aptitude is that a mango seed
will give mango tree not the other tree, i.e. the seed has the
basic potential of the plant hidden in it. Similarly human beings
have some hidden talents and potential in them, which can be
nurtured to excel in area without much difficulty.

 Heredity: It may be heredity, which will make them excel but


we observe that environment also create interest in that and
develop proficiency in that are area. Thus both are responsible
for aptitude.
USE OF APTITUDE TEST IN EVALUATION:-

 Guidance

 Selection for jobs

 Admission

 Help in selection of suitable courses

 Help in identifying suitable candidates for admission in to various


professional course and specialized jobs.

Aptitude test can typically be grouped according to the type


of cognitive ability they measure as follows:

 FLUID INTELLIGENCE: It is the ability to think and reason


abstractly, effectively solve problems and think strategically. It is
more commonly known as street smarts or the ability to quickly
think on your feet.

 CRYSTALLIZED INTELLIGENCE: It is the ability to learn from


past experiences and relevant learning and to apply this learning
to work-related situation. Work situations that require
crystallized intelligence include producing and analyzing written
reports, comprehending work instructions, using numbers as a
tool to make effective decision, etc.

 VERBAL APTITUDE : Understanding the meaning of words, and


their relationships and using words effectively are two of the
abilities tapped here. V is measured by test 4

 NUMERICAL APTITUDE : N is measured by tasks requiring the


quick performance of arithmetic operations. It is measured by
test 2 and 6.
 SPATIAL APTITUDE: The ability to visualize and mentally
manipulate geometric forms is tapped here.S is measured by
test 3.

 FORM PERCEPTION: attention to detail including the ability to


discriminate slight differences in shapes, shading, lengths, and
widths- as well as the ability to perceive pertinent detail - is
measured P is measured by test 5 and 7.

 CLERICAL PERCEPTION(Q): Attention to detail in written or


tabular material, as well as the abilities to proofread words and
numbers and to avoid perceptual errors in arithmetic
computation is tapped here. Q is measured by test 1.

 MOTOR COORDINATION(K): This test taps the ability to


quickly make precise movements that require eye-hand
coordination. K is measured by test 8

 FINGER DEXTERITY(F): This test taps the ability to quickly


manipulate small objects with the fingers. F is measured by test
11 and 12.

 MANUAL DEXTERITY (M): The ability to work with one’s hands


in placing and turning motion is measured here. M is measured
by test 9 and 10.

BROADLY APTITUDE TEST CAN BE DIVIDED

I. Specialized Aptitude Test:

 Mechanical aptitude test

 Musical art judgement test

 Scholastic aptitude test


 Professional aptitude test

 Teaching

 Medical

 Clerical

 Engineering

II. General Aptitude Test

 Differential aptitude test battery

 General aptitude test battery

 Armed services vocational aptitude battery

 Postgraduate selection test

 Medical college admission test (MCAT)

 Law school admission test (LSAT)

 American college test (ACT)

III. Some important aptitude tests

 Minnesota mechanical aptitude scale

 Minnesota clerical aptitude scale

 Multiple aptitude scale

 Stanford scientific aptitude sccale

 Teaching aptitude test.


Books for Reference

1. Aggarwal J.C, “ Principles, methods &Techniques of Teaching”,


Vikas Publishing House PVT Ltd, II Edn.

2. Basavanthappa B.T, “Nursing Education”, Jaypee brothers,Edn I,


2005.

3. Bevis, Em Olivia, Curriculum Building in Nursing: A Process, Ed-2,


C V Mosby Co, St. Louis. 1978.

4. George Kurian Aleyamma, “Principles of Curriculum Development


and Evaluation”, Vivekanandha Press, 2002.

5. Bhatia, Kamala & BHATIA,B.D, Principles and methods of


teaching, Doabra house, New Delhi, 1970.

6. Billing, Diane M & HALSTEAD, Judith A: Teaching in Nursing: A


guide for faculty, W.B. Saunders, Company, Philadelphia, 1998.

7. Bloom, Benjamin S Ed, Taxonomy of educational objectives:


cognitive domain I David Mckay CO. Inc. New York. 1956.

8. DOABA guide 9. Fuszard, Barbara: Innovating teaching strategies


in Nursing, Aspen Publishers Inc. Maryland.1989.

9. Gay. LR Educational evaluation and measurement Competencies


for analysis and Application. Ed-2, Charles E.MERILL publishers Co.
Columbus .1985.

10. Guilbert. J J , Educational Handbook for Health Personnel, World


Health Organization, Geneva, 1982.

11. Guinee. Kathleen k; Teaching and Learning in Nursing,


Macmillan, New York, 1978.
12. Joyce.B, etc, Models of teaching. Ed –4, Prentice Hall Inc,
Englewood Cliffs, New Jersey, 1986.

13. Keay,F E, A History of education in India and Pakistan, Ed-4 ,


Oxford University Press, London, 1964.

14. King, Imogene M, Curriculum and Instruction in Nursing,


Concepts and process Appleton – Century crafts, Norwalk.,
Connecticut, 1986.

15. KrathwohoL, David, R, etc, Taxonomy of educational objectives,


Affective Domain I, David Mckay Company Inc., New Yotk, 1956.

16. Mccloskey, Joanne C & GRACE, Helen K, Current issues in


Nursing Publishing Company Inc, New York, 1995.

17. Modley, Doris M, etc; Advancing Nursing Education world wide,


Springer Publishing Co .New York,1995.

18. Neeraja K.P, “ Text book of Nursing Education”, Jaypee brothers.

19. O, Connor, Andrea B; Nursing staff development and continuing


Education, Little Brown Company, Bonston, 1986

20. Sanatombi Elsa, “Manipal Manual of Nursing Education”, CBS


Publishers & Distributors, New Delhi, Ist Edn, 2006.

21. Supe, Rege, Bhuiyan, “ The Art of Teaching Medical Students”,


Medical Education Technology Cell, 2nd edn, 2002.

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