Question 1

A multiple aptitude battery should not be administered below the tenth grade, because the abilities of children are not sufficiently differentiated until that grade level is reached.

Accepted Answer

Multiple aptitude batteries can be administered before the tenth grade as children's abilities start to differentiate at various stages, and these tests can help in identifying strengths and areas for development at earlier educational levels.

Question 2

The Differential Aptitude Tests can be administered as early as the fifth grade, but most school systems wait until the seventh grade to administer the D.A.T. for the first time.

Accepted Answer

The answer of The Differential Aptitude Tests can be administered...

Question 3

The most successful aptitude batteries were developed by successive applications of factor-analytic techniques.

Accepted Answer

The answer of The most successful aptitude batteries were developed...

Question 4

The reliability of the difference between scores on two tests is usually higher than the reliability of either test by itself.

Accepted Answer

The reliability of the difference between scores on two tests is usually lower than the reliability of either test by itself because the errors of measurement from both tests can compound when calculating the difference.

Question 5

The Differential Aptitude Tests is the most effective battery for academic counseling purposes and the General Aptitude Test Battery is best for vocational counseling at the high school level.

Accepted Answer

The Differential Aptitude Tests (DAT) is designed to measure academic abilities, while the General Aptitude Test Battery (GATB) is designed to measure vocational abilities. Therefore, the DAT is more effective for academic counseling purposes, and the GATB is more effective for vocational counseling purposes.

Question 6

The items on a particular subtest of a carefully constructed aptitude test battery have low correlations with each other, but scores on the various subtests of which the battery is composed are highly inter-correlated.

Accepted Answer

A carefully constructed aptitude test battery is designed to measure different dimensions or aspects of aptitude, meaning that while items within a particular subtest should be highly correlated with each other to ensure they are measuring the same underlying construct, the various subtests should not be highly inter-correlated if they are meant to measure different constructs or aspects of aptitude. High inter-correlations between different subtests could suggest redundancy or a lack of distinctiveness in what each subtest is measuring.

Question 7

The General Aptitude Test Battery is an example of an academically -oriented test battery.

Accepted Answer

The General Aptitude Test Battery (GATB) is designed to measure vocational aptitudes and job skills, not academic achievement or knowledge.

Question 8

The Multidimensional Aptitude Battery is a group-administered version of the Wechsler Adult Intelligence Scale-Revised.

Accepted Answer

The Multidimensional Aptitude Battery (MAB) is designed to be a group-administered test that parallels the Wechsler Adult Intelligence Scale-Revised (WAIS-R) in structure and content.

Question 9

The Armed Services Vocational Aptitude Battery (ASVAB) is administered to high school students and military recruits.

Accepted Answer

The ASVAB is given to high school students to assess their vocational aptitude and interests, and it is also administered to individuals looking to enlist in the U.S. military to determine their qualification for certain military occupations.

Question 10

The oldest of the many vocational aptitude batteries is the General Aptitude Test Battery.

Accepted Answer

The General Aptitude Test Battery (GATB), first introduced in 1947, is indeed the oldest among the various vocational aptitude batteries, designed to assess an individual's aptitude for different types of occupations.

Question 11

An occupational ability pattern approach is used in counseling with the test batteries devised by John Flanagan.

Accepted Answer

The answer of An occupational ability pattern approach is used...

Question 12

Aptitude tests are not very effective in predicting occupational membership and success over long time spans.

Accepted Answer

Aptitude tests have limitations and may not account for all factors influencing long-term occupational success, such as personal development, changes in job requirements, and external influences.

Question 13

When combined with scores on interest inventories, aptitude test scores are highly valid predictors of vocational choice, success, and satisfaction.

Accepted Answer

The answer of When combined with scores on interest inventories,...

Question 14

Bandwidth is to fidelity as
A) ability is to accomplishment.
B) affect is to cognition.
C) aptitude is to achievement.
D) general is to specific.

Accepted Answer

The answer of Bandwidth is to fidelity as
A) ability is...

Question 15

Tests of a single aptitude generally have
A) broad bandwidth and high fidelity.
B) broad bandwidth and low fidelity.
C) narrow bandwidth and high fidelity.
D) narrow bandwidth and low fidelity.

Accepted Answer

Tests of a single aptitude are designed to measure a specific skill or area of knowledge, which means they have a narrow focus or bandwidth. They aim to measure this skill accurately, hence they have high fidelity.

Question 16

The most general of the following terms, in that it encompasses all of the others, is
A) ability.
B) achievement.
C) aptitude.
D) intelligence.

Accepted Answer

The answer of The most general of the following terms,...

Question 17

Which of the following is (are) true of aptitude and achievement tests? (1) they can be used to predict performance; (2) they can have either a narrow or a broad bandwidth.
A) only 1
B) only 2
C) neither 1 nor 2
D) both 1 and 2

Accepted Answer

Aptitude tests are designed to predict a person's future performance or capacity to learn, while achievement tests assess what a person has learned. Both types of tests can have either a narrow focus (assessing specific areas of knowledge or skills) or a broad bandwidth (assessing a wide range of abilities or knowledge), making both statements true.

Question 18

Ghiselli?s survey of the average validity coefficients of aptitude tests found that most of them were in the
A) .20s.
B) .30s.
C) .40s.
D) .50s.

Accepted Answer

The answer of Ghiselli?s survey of the average validity coefficients...

Question 19

On the average, the validity coefficients of tests of special abilities are in the
A) .20s.
B) .30s.
C) .40s.
D) .50s.

Accepted Answer

The answer of On the average, the validity coefficients of...

Question 20

Additional variables that affect the correlation between test scores and criterion scores in a systematic way are known as __________ variables.
A) contaminating
B) dependent
C) independent
D) moderator

Accepted Answer

Moderator variables are additional variables that affect the relationship between the independent and dependent variables (in this case, test scores and criterion scores) in a systematic way. They can influence the strength or direction of the relationship.

Quiz 11: Testing Special Abilities

A multiple aptitude battery should not be administered below the tenth grade, because the abilities of children are not sufficiently differentiated until that grade level is reached.

The Differential Aptitude Tests can be administered as early as the fifth grade, but most school systems wait until the seventh grade to administer the D.A.T. for the first time.

The most successful aptitude batteries were developed by successive applications of factor-analytic techniques.

The reliability of the difference between scores on two tests is usually higher than the reliability of either test by itself.

The Differential Aptitude Tests is the most effective battery for academic counseling purposes and the General Aptitude Test Battery is best for vocational counseling at the high school level.

The items on a particular subtest of a carefully constructed aptitude test battery have low correlations with each other, but scores on the various subtests of which the battery is composed are highly inter-correlated.

The General Aptitude Test Battery is an example of an academically -oriented test battery.

The Multidimensional Aptitude Battery is a group-administered version of the Wechsler Adult Intelligence Scale-Revised.

The Armed Services Vocational Aptitude Battery (ASVAB) is administered to high school students and military recruits.

The oldest of the many vocational aptitude batteries is the General Aptitude Test Battery.

An occupational ability pattern approach is used in counseling with the test batteries devised by John Flanagan.

Aptitude tests are not very effective in predicting occupational membership and success over long time spans.

When combined with scores on interest inventories, aptitude test scores are highly valid predictors of vocational choice, success, and satisfaction.

Bandwidth is to fidelity as

Tests of a single aptitude generally have

The most general of the following terms, in that it encompasses all of the others, is

Which of the following is (are) true of aptitude and achievement tests? (1) they can be used to predict performance; (2) they can have either a narrow or a broad bandwidth.

Ghiselli?s survey of the average validity coefficients of aptitude tests found that most of them were in the

On the average, the validity coefficients of tests of special abilities are in the

Additional variables that affect the correlation between test scores and criterion scores in a systematic way are known as __________ variables.