Aptitude Test Research Articles

A guess by an expert or a joint accumulation of experience? A study of the admission process in Swedish sport schools: perspectives from school sport teachers

ABSTRACT In this article we use the concept of Communities of Practice (CoP) to understand how Swedish school sport teachers enact the admission process, the identification and selection of student athletes, to Swedish national upper secondary elite sport schools (SNESS). Data were gathered by conducting six focus group interviews involving 18 school sports teachers representing six different sports. The findings indicate that the admission process is influenced by and enacted through sport-specific CoPs and include a strategic identification of athletes, a set of tools – physical aptitude tests, sport-specific training, interviews, social activities – and documents (matrices, forms, interview-guides). While the process constitutes individual subjective assessments of athletes, the findings also imply that the teachers’ common engagement is the central enterprise of their collective actions. The admission is a cooperative process where the teachers expend their collective competence, joint cumulative experience, to identify, assess, and select student athletes.

Comparing The Effectiveness Of Distance Learning And Onsite Learning In Pre-Medical Course

Distance learning has experienced a significant surge in popularity due to the increasing digitalization of education. This study explores the effectiveness of distance learning compared to on-site learning in the context of pre-medical course students (grade 12). The research investigates students from the math science class and utilizes an online questionnaire in conjunction with the final results of the Thai Professional Aptitude Test (TPAT). Crucially, the research reveals that distance learning students tend to outperform their on-site counterparts in TPAT exams, although the difference is not overwhelmingly significant. This study contributes valuable insights into the growing impact of distance learning and its potential benefits for pre-medical course students. Further research and analysis in this domain could provide educators and institutions with valuable guidelines for optimizing educational approaches in the digital era.

Checking Different Video Game Mechanics to Assess Cognitive Abilities in Groups with and without Emotional Problems.

This study assesses cognitive abilities through video games for entertainment (Blek, Edge, and Unpossible) that were programmed from scratch to record players' behavior and the levels achieved in a sample without emotional problems and in one with emotional problems. The non-emotional-problem sample was recruited from three universities and two bachelor's degree programs. The emotional-problem sample was recruited from two outpatient centers. The participants in the emotional-problem sample completed reduced versions of the ability tests and video games, as required by their emotional problems. Three subtests of the Differential Aptitude Test that assessed abstract reasoning, visuospatial reasoning, and perceptual speed were selected as ability tests. All participants were required to complete a mental health questionnaire (PROMIS) and a brief questionnaire on their gaming habits and previous experience with the video games used. The results that were obtained showed good convergent validity of the video games as measures of cognitive abilities, and they showed that the behavior of players in the sample without emotional problems while playing predicted the level achieved in the Blek and Unpossible game fragments, but this was only true for Unpossible in the emotional-problem sample; finally, shorter versions of the Blek and Edge game fragments can be used because they maintain their good psychometric properties.

Bridging the gap: A comparative analysis of traditional and neural network regression methods for predicting university entrant performance in SUAST examination

In developing countries like the Philippines, access to free and high-quality tertiary education is crucial for better job opportunities. The State University Aptitude and Scholarship Test (SUAST) is used as a college admission examination by Davao Oriental State University (DOrSU). However, the passing rate for SUAST was only 54% for the academic year 2018-2023, and non-passers were still accepted due to policy changes, which undermine the purpose of the examination. This study aimed to identify the factors that influence the performance of university entrants in the SUAST examination using a researcher-made survey questionnaire administered online, utilizing both multiple-layer perceptron neural network (MLPNN) and multiple linear regression analysis (MLR) methods. A sample size of 359 was recommended, and the study found that family income, senior high school general weighted average (SHSGWA), library entry, intrinsic goal, openness and intellect, and behavioral reaction were significant predictors of SUAST exam scores. MLPNN analysis further identified library access and resources, family income, and academic self-belief as the most important predictors of SUAST exam scores, and MLPNN outperformed MLR. This study provides recommendations for DepEd and HEI’s to enhance the preparation and performance of students taking the SUAST exam, such as offering study materials and test-taking strategies, evaluating alternative admission tests, and reviewing the content validity of the questionnaire.

Assessment of Academic Interventions to Enhance Learners` Academic Performance in the SDA School. The Case of Malawi.

Formal education in all countries has been considered very important for personal and societal development. Education remains the biggest instrument for academic progress, social mobilization, political survival and effective national development of any country. One of the church institutions offering formal education is the Seventh Day Adventist Church. This study assessed academic interventions to enhance learners` academic performance in the SDA secondary schools in Malawi. The Effective School Model’ by Lezotte (2010) was used as a framework in the study. A sample of 54 participants comprising 12 teachers, 30 learners, and 6 members of the school board, 3 station pastors, and 3 School administrators was purposively selected in this descriptive qualitative study. Data was collected using open-ended questionnaire, interview guides, and document analysis that were analysed using thematic analysis and descriptive statistics. Result of the study reveals that some students were highly motivated to learn and do better. However, students’ performance was affected by several factors. Meanwhile, the study findings show that focussing on use of English language, formation of the Parent Teacher Association, adequate teaching and learning resources, teachers` postings, use of aptitude test, time management, incentives, educational leadership, and frequent inspection would improve the performance of students in the SDA schools. Based on the study results, the study recommends consultative meetings with various stakeholders to bring their inputs on the matter, provision of adequate teaching materials, and selection of students must base on realistic results of the aptitude test administered.

Enhancing Real-World Relevance of Visual-Spatial Career Aptitude Testing: Development and Validation in a Malaysian Context

Enhancing Real-World Relevance of Visual-Spatial Career Aptitude Testing: Development and Validation in a Malaysian Context

Is the awarding gap at UK medical schools influenced by ethnicity and medical school attended? A retrospective cohort study

ObjectivesTo better characterise the Awarding Gap (AG) between black, Asian and other minority ethnic (BAME) and white students in UK undergraduate medical education by examining how it affects eight minority...

Measurement of Psychometric Properties Numerical Aptitude Assessment Scale for Prospective High School Students: A Rasch Model Analysis

Developing structured test instruments is essential in forming a measurable and consistent ability assessment construct. This study examines the psychometric properties of the numerical aptitude test instrument (NAPTIN) utilizing Rasch model analysis to evaluate standardized numerical aptitude assessment test instruments for prospective high school (PHS) students based on validation and construct reliability. Data was collected using an online survey of 228 PHS students. The Rasch model analyses person and item fit, item measure, dimensionality and local independence testing, reliability, and differential item functioning. The results showed that NAPTIN had appropriate and consistent items for measuring the numerical aptitude of PHS students based on gender and school type. This study recommends a systematic measurement tool for researchers. Another contribution is measurement instruments for Indonesian schools and policymakers to choose student program specialties.

Effectiveness of a manual test at the beginning of dental school.

This study analysed whether the SAZAMED (Self-assessment for dentistry studies) manual test conducted as an exercise or examination in the first year of dental studies, and the official aptitude test for medical studies (EMS), can predict future performance of dental students. Students enrolled in the dental curriculum at the University of Basel between 2009/10 and 2019/20 were categorized: Group A conducted the SAZAMED in the third bachelor year (BA) and second master year (MA), group B practiced in the first and third BA and second MA and group C had to pass the test in the first BA with repetition in the third BA and second MA. SAZAMED comprised (i) wire bending, (ii) modelling sphere and cube, (iii) drawing mirror-inverted and (iv) indirect drawing over a mirror. Comparative variables were the EMS per cent rank and test scores in practical-clinical examinations in the third BA and the second MA. Data were available from 329 students over the 10-year period. Repeaters and dropouts had poorer performance in the first BA SAZAMED than students who did not (p < 0.001). Among the four SAZAMED exercises, mirror-inverted drawing was the strongest predictor of future student performance. The official aptitude test EMS correlated with the third BA certificate (p = 0.012), but failed to predict repeaters and dropouts. Since academic success was associated with significantly better scores on the first BA SAZAMED, it is considered a predictor and recommended in addition to the official EMS to identify students in need of intervention programmes or who should choose a different field of study.

Mapping the predictive role of MLAT subtests for L2 achievement through regression commonality analysis

AbstractDespite the widespread use and effectiveness of the Modern Language Aptitude Test (MLAT) composite score in predicting individual differences in L2 achievement and proficiency, there has been little examination of MLAT subtests, although they have potential for illuminating components of L2 aptitude and the mechanism of prediction. Here we use regression commonality analysis to decompose the predictive variance from the MLAT into unique components for each subtest alone and for each possible combination of subtests (duos, trios, etc.) that may have shared variance. The results, from a longitudinal study of 307 U.S. secondary students during 2 years of Spanish learning, provide strong evidence for the role of literacy-related skills in all subtests and in predicting all L2 outcomes. These and other results support a view of L1 literacy and language skills leading to metalinguistic development, which in turn leads to stronger L2 aptitude and achievement.

Psychosocial Readiness for College: A Multidimensional Model and Measure for Students Entering College in Their Twenties

Dropping out of college is often linked to insufficient academic or psychosocial readiness. Therefore, assessing students’ readiness, preferably before they begin their first year of college, may help identify those at risk of dropping out. The present study aimed to develop and test a multidimensional measure that assesses psychosocial factors promoting student persistence. The Psychosocial Readiness for College questionnaire (PRCq) aims to assess the readiness of students who have deferred entering college to their twenties and comprises six dimensions: Academic Self-Efficacy, Educational Commitment, Social Comfort, Campus Engagement, Self-Discipline, and Resilience. The PRCq was administered to five cohorts of first-year college students in Israel ( N = 7,382). The PRCq demonstrated good psychometric properties, and exploratory and confirmatory factor analyses supported its six dimensions. The PRCq demonstrated measurement invariance across age, gender, SES, first vs. non-first-generation students, and institution type. The PRCq’s construct validity was supported by the negligible associations between the scale scores and high-school GPA and pre-college scholastic aptitude test, and the pattern of associations with the Big-5 personality factors. The PRCq’s predictive validity was supported by the student dropout rate after one year. Implications for students at risk of dropping out and interventions to decrease this risk are discussed.

Quantifying the uniqueness and efficiency of the MLAT relative to L1 attainment as a predictor of L2 achievement: A conceptual replication

AbstractIn this conceptual replication of Sparks and Dale ([2023]. The prediction from MLAT to L2 achievement is largely due to MLAT asessment of underlying L1 abilities. Studies in Second Language Acquisition, 1–25) utilizing a dataset previously reported by Sparks et al. ([2009]. Long-term relationships among early L1 skills, L2 aptitude, L2 affect, and later L2 proficiency. Applied Psycholinguistics, 30, 725–755.), L1 achievement scores over 1st–5th grades and L2 aptitude scores from the Modern Language Aptitude Test (MLAT) in 9th grade were examined as predictors of L2 achievement for U.S. secondary students completing L2 courses in 9th and 10th grades. The study’s focus was on the uniqueness and efficiency of MLAT with respect to measuring L1 achievement in predicting L2 achievement. All L1 measures and MLAT predicted L2 literacy and language, and L1 measures predicted MLAT scores. Word decoding was the strongest overall L1 predictor, though there was variation across the L2 measures. The unique contribution of MLAT was modest, as the majority of total prediction (77–86%) was due to L1 measures. The efficiency of MLAT in capturing predictive variance from L1 abilities was moderately high (median ∼73%) but variable across the L1 and L2 measures. Findings are generally consistent with those of Sparks and Dale (2023) showing that prediction from MLAT to L2 is largely due to MLAT’s assessment of L1 abilities, even though a substantial amount of L2 prediction-relevant L1 variance is missed by MLAT.

Predicting a Rationale Weighted Criterion for Admission to Higher Education Institutions

Undergraduate selection, especially for medical degree programs, is a challenging and controversial matter for both national and international institutions. The importance of this paper lies in trying to identify the process of selecting prospective students for medical studies in Saudi Arabia. The currently applied admission criteria are the weighted average score (WAS) of the three pre-university attainments, the general secondary school (GSS), the general aptitude test (GAT), and the scientific achievement test (SAT). There is a different weightage assigned to WAS throughout the national medical institutions. It raises concern about the scientific rationale behind the differences. The present research correlates longitudinal school and university data of medical graduates using a robust methodology of multinomial logistic regression in an attempt to find statistically significant ratios of WAS. A quantitative critique of the admission process was conducted for relatively large 440 graduates of the six-year medicine program, enrolled in five academic years. Several scenarios of admission criteria have been investigated for their significant association and prediction of the academic and clinical performance of medical students. The findings suggest several choices of WAS according to the decision of educational policymakers. The future implications that may influence forthcoming decisions regarding selection criteria are humbly offered. Keywords: Admission test, entrance exam, medical study, logistic regression, Qiyas tests, Saudi Arabia.

Uncovering Differential Item Functioning effects using MIMIC and mediated MIMIC models.

The aim of this study was twofold: first, to examine the presence of bias across gender in a scholastic achievement test named the Academic Achievement Test (AAT) for the Science Track. Second, to understand the underlying mechanism that causes these bias effects by examining the effect of general cognitive ability as a mediator. The sample consisted of 1,300 Saudi high school students randomly selected from a larger pool of 173,133 participants to reduce the effects of excessive power. To examine both goals, the Multiple Indicators Multiple Causes (MIMIC) approach for detecting Differential Item Functioning (DIF) items was used. The results showed that 13 AAT items exhibited DIF effects for different gender groups. In most of these items, male participants were more likely to answer them correctly than their female counterparts. Next, the mediated MIMIC approach was applied to explore possible underlying mechanisms that explain these DIF effects. The results from this study showed that general cognitive ability (i.e., General Aptitude Test - GAT) seems to be a factor that could explain why an AAT item exhibits DIF across gender. It was found that GAT scores fully explain the DIF effect in two AAT items (full mediation). In most other cases, GAT helps account for only a proportion of the DIF effect (partial mediation). The results from this study will help experts improve the quality of their instruments by identifying DIF items and deciding how to revise them, considering the mediator's effect on participants' responses.

Anterior Cruciate Ligament Reconstruction inFrench Army: Return to Prior Level ofRunning onSelected Military Tests.

Anterior cruciate ligament (ACL) rupture is frequently encountered in athletes as well as in military personnel. In civilian population, many studies have looked at the return to sport, but return to duty in Army is a topic that requires further research.The purpose of this study was to determine through annual military fitness tests in real conditions, the return to sport in soldiers after ACL reconstruction and factors influencing failure. This was a retrospective comparative study. Patients were all soldiers and had followed up in a Military Hospital. The SUCCESS group was military personnel who obtained a result of the specific aptitude test greater than or equal to this same test carried out before reconstruction of the ACL, the FAILURE group comprised the others. Results of the annual specific aerobic fitness tests were collected before and after ACL reconstruction. Preoperative epidemiological data, intraoperative information, and isokinetic test results were collected. One hundred forty four soldiers were included between January 2011 and December 2017 (94.9% of men with a median age of 27.6 years); 40.3% obtained a result greater than or equal to the preoperative fitness test after ACL reconstruction. Among the soldiers who did not regain their performance, 24.3% were declared unfit or discharged. In the FAILURE group, we found patients with a higher body mass index (25.5 vs. 24.4; P = .04), less patients with isokinetic deficit < 30% on the knee flexors and extensors (26.6% vs. 62.9%; P < .01), more long sick leave (39.5% vs. 13.7%; P < .01), and late resumption of military activities (10.5 vs. 8.9 months; P < .01). Rupture of ACL has a significant impact on the operational capacity of the French army. The proportion of return to the same level in annual specific fitness tests after ACL reconstruction is 40% among soldiers. Several variables are important to consider in the follow-up of these patients to optimize their recovery of sports performance and therefore their operational capacity.

The American Institute of Accountants’ aptitude testing experiment in the 1940s: An initiative to increase the supply of able accountants

This study investigates the American Institute of Accountants’ development of aptitude testing in the 1940s, drawing on Abbott's system of professions as a theoretical framework. The Institute began to emphasise the importance of the CPA designation among its members in the 1930s. Whereas this change in emphasis made public accounting more prestigious as a professional pursuit, the increased barriers to entry and the onset of WW2 led to a shortage of qualified individuals entering the profession. The Institute established a committee addressing this shortage through the development of aptitude tests administered to undergraduate students. Based on previously unexamined empirical evidence from the University of Illinois Archives, this study is the first to investigate this historical episode and, in so doing, contribute to our understanding of the development of the American accounting profession, the curious case of testing for aptitude in accounting, and the prevailing separation between the profession and universities in the training of students that seek to enter public accounting.

Identifying person misfit using the person backward stepwise reliability curve (PBRC).

The goal of the present study was to propose a visualization of aberrant response patterns based on the idea put forth by the Cronbach-Mesbach curve. First, an index of person reliability is developed using the K-R 20 formula followed by a backward stepwise procedure in which one person at a time is deleted from the model. Observations for which reliability is no longer monotonically increasing suggest that they are candidates for aberrant responding. Using data from the quantitative domain of a national aptitude test the proposed visualization technique was demonstrated. The external validity of the procedure was tested by contrasting the person fit reliability estimates with those derived from other indices of aberrant responding such as the Ht. Results indicated that individuals not covarying with other individuals concerning their response patterns and concordance to the measurement of a unified latent trait were identified by both the present procedure and Ht and U3 at a rate of 100%. By plotting those individuals using Person Response Curves (PRCs) results confirmed the lack of monotonicity in the relationship between item difficulty and person skill. Consequently, results confirm the usefulness of the present methodology as an index for identifying responders who manifest themselves with aberrant responses and who are not conducive to the measurement of the latent trait.

Career Guidance System using Artificial Intelligence

Choosing a stream after 10th class is often very challenging for students. Students are not always aware of the various career fields available and might end up making the wrong choice because of lack of knowledge. It is very important to have knowledge about the career paths the student is interested in and how to achieve it. So it is necessary to enlighten students about various career options available and also it is very important to provide required guidance to a student who has a keen interest in becoming an engineer or astronaut but doesn’t know which exams to give, how and where to apply for the course. Building a decent career is every person’s dream. In order to make that dream come true, knowledge about getting there is extremely important. We have developed a website which gives information about the possible career options available after 10th class and our website also provides a career aptitude test for students who are confused about their career path and provides appropriate results by making the user answer a set of questions. Apart from this our website also provides famous professions like teacher, engineer, doctor, lawyer etc and provides detailed information like which exams to give, which degree you should have, exam pattern, syllabus etc to achieve a particular profession. Key Words: Random Forest, Career Guidance Website, Aptitude Test, Artificial Intelligence, Machine Learning, Career Roadmap

Can Physical Activity Breaks Assist Mathematics Learning? A Domain Learning Theory Perspective

Purpose: Guided by the model of domain learning theory, this study was intended to determine the extent to which integrating a 10-min physical activity (PA) break in elementary school mathematics lessons would enhance the learning of mathematics content. Methods: A sample of 22 intact classes from a random sample of eight schools in Taiwan were randomly assigned to an experimental condition with PA breaks (n = 11) and a control condition (n = 11) for 12 weeks. Students’ (N = 420) mathematics knowledge was assessed using the standardized aptitude tests accompanying the curriculum, which encompassed five knowledge domains. Results: Analysis on class means showed that adding the PA breaks did not benefit mathematics learning, which lends support to the model of domain learning theory. Discussion/Conclusion: The findings seem to question the theoretical foundation for adding PA breaks to classroom-taught content, including mathematics. Although interdisciplinary or cross-disciplinary instruction and learning may be necessary to advance students’ knowledge, including PA in classroom-taught subjects needs extensive research.

순경채용시험의 국어과목 도입에 관한 연구

This study is about the adoption of Korean language subjects in police constable recruitment examination. To this end, I reviewed other civil servant examination subjects, foreign recruitment test systems, and the history of police officer recruitment test subjects, and made policy suggestions for the adoption of Korean language subjects.&#x0D; In this study, as efficient and effective measures to adopt the Korean language subject in the police officer recruitment test, the addition of the Korean language subject to the written test, the introduction of a Korean language certification system, and the introduction of the linguistic logic section of the Public Service Aptitude Test(PSAT) were proposed.&#x0D; This study asserts the necessity of reintroducing the Korean language subject in the recruitment examination for police officers, through comparison with the Basic Korean Language Act, other civil servants, and foreign police, and discusses policy measures that can be used when reintroducing the Korean language subject in the future. It was researched and proposed a priori.&#x0D; Therefore, supplementary empirical research is required in the future. In other words, in follow-up research, it is necessary to strengthen empirical evidence by conducting a survey of the general public and police officers on the need to introduce Korean language subjects in police recruitment examination.&#x0D; I hope that this will serve as an opportunity to develop our excellent letter, Hangul, and the Korean language.