Types of Standardised Techniques Tests

Types of Standardised Techniques Tests

According to Early Childhood Diploma there are four types of standardised test. These include achievement interest, aptitude and personality testing.

  1. Aptitude Tests: Aptitude test measures the potential of one to achieve in a given activity or to learn to achieve in that activity. Aptitude test may be potentially used by counsellor and others because:

(a) They may identify potential abilities of which the individual is not aware;

(b) They may encourage the development of special or potential abilities of a given individual;

(c) They may provide information to assist an individual in making educational and career decisions or other choice between competing alternatives;

(d) They may serve as an aid in predicting the level of academic or vocational success, an individual might anticipate.

Special Aptitude Tests: Special aptitude test usually refers to those that seek to measure an individual’s potential ability to perform or to acquire proficiency in a-specific occupation or other type of activity.

Vocational Aptitude Batteries: Multiple aptitude tests typically consist ofcombinations to a series of occupations related activities. Commonly used multiple aptitude batteries are the General Aptitude Test Battery (GATB), the Differential Aptitude Battery (DAB); the Flanagan Aptitude Classification Test (FACT); and the Academic Promise Test (APT).

  1. Achievement Tests: All unit, semester and terminal examination are achievement tests. These tests focus on skills or abilities that are traditionally taught in school. Thusachievement test may be defined as tools designed to measure the degree of student’s learning in specific curriculum areas common to most schools such as Mathematics, English usages etc. Achievement tests are used as learning measure of: (a) the amount of learning, (b) the rate of learning, (c) comparisons with others or with achievement of self in other areas, (d) level of learning in sub-area, and (e) strengths and weakness in a subject matter area because of their extensive use and relatively easy task of identifying appropriate context measures.
  2. Interest Inventory: Interest is a behaviour orientation towards certain objects, activities or experiences. It is expression of likes and dislikes, attractions and aversions. Interest testing is done to achieve some purpose i.e., (a) to provide teachers and counsellors with information regarding the students preference and aversions which will help them acquire better understanding of students and their problem.

(b) to help the testers to identify the clarify their interests in teens ofthe demands of varied courses and careers and choose work and experiences consistent with their interests. (c) to help channelize the energies of the youth in different directions. (d) to help in the selection of right person for the right work,  and thus save frustration unhappiness and disappointment in the life of individuals and increase productive capacity of individuals.

Methods of Measuring Interests by N.T.T. Nursery Teacher Training

  1. Observation: We may observe manifest interests. What an individual actually does is good indication of what his interests are.
  2. Claims of Counsellor: We can know the interest by knowing the expressed interests of the individual, in a subject, activity, object or vocation. Verbal claim can be an indicatory of his interest.
  3. Use of Instruments: We may assess interests using an instrument like Michigan Vocabulary Test on the grounds that if individual are really interested in something, he will know the vocabulary involved in that area.