Aptitude Test as a Selective Aid for Technical Training Centers −Instructions for Use

Table of ContentsAptitude Test as a Selective Aid for Technical Training Centers − Instructions for Use...........................1

Foreword.................................................................................................................................................1General Instruction.................................................................................................................................1Time Schedule for the Aptitude Test to be Used as a Selective Aid......................................................2Arithmetic................................................................................................................................................3

Solutions..........................................................................................................................................3Instruction.........................................................................................................................................6

Vocabulary Exercises.............................................................................................................................7Instruction.......................................................................................................................................10Solutions........................................................................................................................................11

Form Perception Test...........................................................................................................................14Instruction.......................................................................................................................................14Solutions........................................................................................................................................17

Figure Copying Test.............................................................................................................................18Instruction.......................................................................................................................................18Additional Instruction......................................................................................................................19Solutions........................................................................................................................................22

Computation Test.................................................................................................................................24Instruction.......................................................................................................................................24Solutions........................................................................................................................................29

Mechanical Ability.................................................................................................................................32Instruction.......................................................................................................................................32Solutions........................................................................................................................................32

How to Evaluate the Scores and to Establish Norms and Ratings.......................................................40A. Mean Score...............................................................................................................................40B. Scatter.......................................................................................................................................41C. Establishment of Norms............................................................................................................42

Content of the test procedures.............................................................................................................45Annex 1: Table of Norms (tentative).....................................................................................................45Annex 2: Aptitude Test as Selective Aid...............................................................................................47Annex 3: Aptitude Test as Selective Aid Rating...................................................................................48

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Aptitude Test as a Selective Aid for Technical Training Centers −Instructions for Use

Technical Aid of the German Federal Government for Vocational Training in Trade and Industry

Foreword

The present aptitude test is intended to serve as an objective aid in the selection of applicants at technicaltraining centers in developing countries receiving aid under the Technical Aid Program of the German FederalRepublic. In drawing up the individual test procedures, the authors resorted to the experience gained byproject managers and instructors working in technical training centers abroad and to scientific criteria relatingto the construction of such tests.

Some of the tests in this series examine abilities relating to the aptitude of applicants for the engineeringtrades; the others are mainly intended to arrive at a comparable and just judgement of the educational levelachieved by the applicant at school. It is this dual objective, namely, to examine vocational aptitudes and theskills acquired at school, that makes this aptitude test particularly suitable as a selective aid designed, to meetthe requirements encountered in the developing countries.

It was with this aim in mind that the series of tests was prepared for use by instructors trained in the conductof aptitude tests as a selective aid. The series constitutes no psychological test procedure, however, and itsuse will not enable any characteriological analysis to be made.

The authors are hopeful that the issue of this aptitude test will lead to a lively exchange of experience that willhelp to improve and widen the content of the test procedure. On the basis of the results which users of thetests will be required to communicate, it will furthermore be possible to keep the aptitude test up to date inrespect of standardization and the establishment of norms.

The Authors

Hans−Georg Greve, Dipl.−Psych.Uwe Kober, Dipl.−Psych.

General Instruction

Test purpose

You have cone here to undergo an aptitude test. Using a number of exercises, most of which are fairly simple,this test is to determine your aptitude for technical vocational training and to find out in what area you havespecial abilities.

No examination

This test differs greatly from conventional examinations. You will be informed of the result. Even if you shouldnot be accepted, this does not mean that you failed to pass and are unsuitable; it merely means that thenumber of vacancies in the crafts and trades for which you have an inherent aptitude is limited.

Time limit

The complete test incorporates six groups of exercises intended to cover different abilities. The total tine limitincluding a break is about 3 hours. While you will find some exercises easier to solve than others, you may notbe able to solve all the problems of one group within the time limit alloted to that group. Don’t let this worryyou. Proceed as fast and as good as you can.

Marking the solution

None of the exercises requires any particular knowledge; all of them can be solved with a bit of thinking andclose observation. Identify the correct solution by a cross−mark. Should you find that you accidentally markedthe wrong solution, draw a horizontal line through it and then mark the correct solution.

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Explanatory examples

Each group of exercises is discussed in detail and explanatory examples are presented. Ask any questionsyou like. Only after you have correctly understood the explanatory exercises will we begin together to solvethe problems proper. While you are working on them, do not ask any questions or interrupt otherwise.

Do not turn over

You will now be given a block of sheets containing the exercises. Do not turn over the sheets but wait untilyou are instructed to do so. When a group of exercises contains more than one sheet of exercises, you will beduly informed.

Personal particulars

On the cover page you will find space for entering your personal particulars. Before we start, enter yourpersonal particulars.

Entering name on the sheets

Now tear off the cover page. On the bottom of the first sheet, you will find a line above which you arerequested to enter your surname, first name and number. All of you will now be given a number which you arerequested to enter immediately in the space provided for the purpose. Leave the outlined rectangular spaceblank. On all the following sheets, you will find space at the bottom for entering your surname, first name andnumber. It is important that whenever you begin to work on a new sheet, you first enter your particulars. Youwill be reminded to do this each time you start on a new group of exercises.

No aids

Rulers and erasers must not be used.

Time Schedule for the Aptitude Test to be Used as a Selective Aid

Ser. No. Test Procedure Time in Minutes

Instruction Completion

1 Vocabulary exercises 25 10

2 Arithmetic 5 8

3 Form perception 10 6

− BREAK − 20

4 Form−copying 10 20

5 Computation 5 15

6 Mechanical ability 5 20

60 99

Total duration of the aptitude test including introduction, break and collecting the test sheets approximately 3hours.

Technical Aid of the German Federal Government for vocational training in trade and industry

APTITUDE TESTas a

Selective Aid for Technical Training Centers

Surname: _____________________________

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First name: _____________________________

Age: _____________________________

Name of father: _____________________________

Country: _____________________________

Project: _____________________________

Education: _____________________________

Desired trade: ______________________________

Arithmetic

Solutions

Examples

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Instruction

The arithmetic exercises are concerned with addition, subtraction, division and multiplication. On the firstsheet you will find eight examples. Enter your name and number on this sheet and on the two following sheetscontaining the problems to be solved by you. Then turn back to the sheet containing the eight examples.

In the first example, the word “Subtract” tells you what to do. The “−“ minus sign is given as a further aid. Thenumbers above the dash constitute the problem proper. In this case the 3 is to be subtracted from the 8. Theresult is 5. This is why a cross−mark is made in box “b” in which a 5 is entered.

On the right−hand side of the sheet, you will find five possible answers. The first four are numbers; across−mark should be made in the fifth box “e” if none of the four numbers represents the correct solution.

In the second example, the 5 is to be added to the 2. The result is 7. This is why a cross−mark has beenmade in box “a” that contains a 7. Now try to solve the next six problems yourselves, but do not yet turn to thenext page.

(Following the solution of the problems given as examples:)

I shall now tell you the solutions to the examples. They are: C a, D e, E d, F c, G d, H a.

Are there any questions?

Now turn to the next page and solve the problems on the next two sheets. If you want to, you may make noteson the back of the sheet that contains the examples.

Time limit: 8 minutes

(For the random check only: After six minutes have elapsed, give a sign and have each examinee identify theproblem he is working on by a checkmark.)

Examples

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Vocabulary Exercises

1 You live in ____________________________There are many other countries in the world. (Name as many as you can think of.)

2 Many different plants grow in our homeland. (Name as many plants as you can think of.)

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3 The birds living in our homeland have their habitat in the woods, in the fields or gardens.Many of them, however, are aquatic birds. (Name as many as you can think of.)

4 Rivers, ponds, lakes and oceans are the habitat of many species of fish. (Name as many asyou can think of.)

5 Dangerous animals are nowadays only seldom found in densely populated regions. (Nameas many dangerous animals as you can think of.)

6 Different types of utensils and appliances are used in the household. (Name as many as youcan think of.)

7 Farmers, craftsmen and workers need tools to do their jobs efficiently and skilfully. (Name asmany tools as you can think of.)%

8 Before the advent of steam engines, diesel engines and electric motors, all products weremade by hand. (Name as many manual crafts or trades as you can think of.)

9 Without machines, we can neither cope with the increasing traffic nor with the growth inproduction. (Name as many machines as you can think of.)

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10 Every craftsman or artisan requires materials which he works by machine or hand−tools toturn out a product. (Name as many materials as you can think of.)

Surname: ___________________First name: ________________ No.:____

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Surname:__________________________First name: _________________ No.:______

Instruction

The first group of exercises included in this test are vocabulary exercises. This group comprises two sheets.On sheet 1 you already entered your name and your identification number. Please enter name and number onthe second sheet too and then turn back to the first sheet of the vocabulary exercise.

On the left side of this sheet is a blank space for each numbered section and on the right side there are tenrectangular boxes.

Write the text that will now be dictated to you in the blank space on the left. While the writing of this text is partof your exercise, it contains the instruction for another exercise. As soon as I have finished dictating, you willreceive a certain amount of time to perform the task given in the dictated text. To do this exercise, you have toenter appropriate words in the boxes on the right−hand side of the sheet. The more words you can think of,the better will be your score.

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I shall read the complete text first and shall then begin to dictate. So listen carefully before you begin to write.As soon as I begin to read the text for a new section, the time allowed for the first exercise has elapsed. Evenif you have been unable to complete it, put down your pen and listen carefully to the next text.

I shall now read the text for the first section and then we shall all write it.

Before we start, have you any questions? Remember that you may not ask any questions while working onthis exercise.

Time limit: about 35 minutes

Reading and dictating the text for each section about 1 to 1 1/2 minutes, depending on length of text.

Filling out the boxes for each section 1 minute. This time limit must be strictly observed.

Solutions

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Form Perception Test

Examples

Instruction

The problem in this test is to continue a series of figures so that they show a logical sequence. To do this, youwill first have to recognize how the different series are built up. We are here concerned with series of figureswhich should be correctly continued by adding to them the right next figure. You are required to find this fromfive possible figures and to mark it by a cross.

Before beginning with the first example, please write your name and number on the sheet containing theexamples and on the following sheet containing the problems proper.

But let us get back to the examples first. Example A gives a series of triangles identical in form which are allarranged on their base and increase in size by a certain amount. You now have to look for a triangle that islarger than the last in the series and that has the same form. Such a triangle is depicted in box “a” and thus isthe right solution and should be marked by a cross.

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The example B represents a series of circles which become smaller by a certain amount. That circle thatcontinues the series correctly is shown in box “e”. This is why “e” is marked by a cross as being the correctsolution.

Now try to find the solutions to the examples C to H on your own. But do not turn over to the next page.

(Following the solution of the examples:)

I shall now tell you the correct solutions. They are: C d, D e, E a, F b, G c, H c.

Are there any questions?

Then let us now turn over to the next page and begin to solve the problems shown there.

Time limit: 6 minutes

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Solutions

Examples

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Figure Copying Test

Instruction

In this test you will find, a figure drawn in black lines on the left−hand side of the sheet in a dotted space. Yourjob is to reproduce this figure on corresponding dots in the right−hand space and to complete any incompletefigure. The dots serve as an aid. If you draw your lines from dot to dot, you will arrive at the correct figures ifyou have perceived the forms properly. And proper perception of form is the idea of this test.

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Before talking a closer look at the examples, write your name and number on the sheet and on the next sheetthat contains the exercises.

Now let us look at the figure depicted under Example A in the left space and try to reproduce it in the dottedspace on the right.

Example B is somewhat more difficult. Here you have to reproduce the incomplete figure in the right−handspace and to complete it as necessary. The figure should be so completed that its four parts are uniformlyarranged around the center. The two bottom parts have already been reproduced. How we visualize ahorizontal median line drawn through the center of the square formed by the dots and imagine the finishedbottom part of the figure to be turned up around the horizontal median line. In this way the upper partbecomes a mirror image of the bottom part and we obtain a symmetric figure.

Example C is similar to Example B. Again we first reproduce the incomplete figure in the space on theright−hand side. To complete it correctly, we imagine it to be turned around a vertical median line that dividesthe square formed by the dots into two identical halves. Thus we obtain on the right−hand side of thisimaginary median line a mirror image of the left−hand side and again we have a symmetric figure. Now try todraw and complete this figure yourself.

The problem in the following exercises is to reproduce the figures shown on the left on corresponding dots inthe space on the right−hand side and then to complete the figures as necessary. To do this, you have to turnthem around, imaginary horizontal or vertical median lines. Sometimes the mirror images have to be obtainedon horizontal and vertical axes. It may even happen that the diagonal represents the median plane. You haveto visualize these planes and never draw them in as an aid. Remember to do all your drawing on theright−hand side. Are there any questions?

Now turn over to the next page and solve the exercises shown there.

Time limit: 20 minutes

Additional Instruction

To ensure that less talented persons fully understand the instruction, the following four drawings arepresented to illustrate how to arrive at a symmetric figure.

1. Turning around a horizontal axis

2. Turning around a vertical axis

3. Turning around two axes (one horizontal, one vertical)

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4. Turning around, a diagonal axis

Examples

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Solutions

Examples

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Computation Test

Instruction

You are now required to solve a number of simple computing exercises. Before we start, please write yourname and number on the sheet and on the two subsequent sheets containing the exercises.

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As the first step, read the first exercise. Then look at the right−hand side of the sheet. There you will find achoice of five solutions for each exercise, four of which are figures. Make a cross−mark at the correct solution.If you fail to find it among the four figures, make the cross−mark in box “e”. In the example cited here, thecorrect solution is 48 and this is why a cross−mark was made in box “b”.

Now read the second example. Here you will not find the correct solution −54− among the figures, and you willtherefore have to make the cross−mark in box “e”.

Now try to solve the exercises in examples C to E on your own.

(Following the solution of the exercises given as examples:)

I shall now give you the correct solutions to the problems given as examples. They are: Ca, De, Ee,

Are there any questions?

Now turn over to the next page and solve the exercises on the next two sheets. You may make notes on theback of the sheet quoting the examples if you should find this to be of help.

Time limit: 15 minutes

Examples

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Solutions

Examples

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Mechanical Ability

Instruction

You are now given a number of exercises which are intended to test your mechanical ability. Before you start,please write your name and number on the sheet containing the examples and then on the subsequent sixsheets containing the exercises.

Let’s take example A. You see in the space on the left−hand side a text posing a question. Read the textonce. In the space on the right, you find the picture that relates to the question contained in the text. Since thepoint of nail C has the most acute angle, it will penetrate the board easier than the other nails. Therefore, C isthe correct solution, and the cross−mark should be made in the space C on the extreme right.

Now try to solve the second exercise B on your own. Make a cross−mark in the space giving the correctsolution.

(Wait for the solution:)

I shall now tell you the correct solution: Since the drive gear I rotates in clockwise direction, gear II will rotatein anti−clockwise direction, and since gear II rotates in anti−clockwise direction, gear III is bound to rotate inclockwise direction, etc., i.e. gear IV rotates in anti−clockwise direction and gear V in clockwise direction.Therefore, since III + V rotate in the same direction as I, B is the correct solution.

Are there any questions?

Now turn over to the next page and start solving the exercises shown on the following six sheets.

Time limit: 20 minutes

Solutions

Examples: I C

II B

L D 5 A 9 D 13 A 17 A 21 D

2 B 6 C 10 C 14 C 18 B 22 B

3 B 7 A 11 B 15 C 19 D

4 C 8 D 12 C 16 D 20 A

Examples

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How to Evaluate the Scores and to Establish Norms and Ratings

The individual tests are evaluated by counting the number of correct solutions. The correct solutions are givenon the pages following the presentation of the exercises contained in each test procedure. To facilitate andspeed up the finding or the correct solutions, the enclosed stencils may be used in the test procedures“Arithmetic”, “Form Perception” and “Computation”.

The spelling errors found in the dictated text or in the words of the vocabulary exercises should be determinedseparately. The same errors should be recorded only once.

The rectangle in the bottom right corner of each test sheet should be used for entering the solutions in writing.In the vocabulary exercises, there are two such rectangles. The one on the left serves for entering spelling,errors, the one on the right for entering the number of correct words.

Each correct solution scores one point. The number of correct solutions in any one test gives a point scorewhich is also known as the crude score. Since the aptitude test contains six separate test procedures, sixcrude scores will be obtained for each person. The addition of all point scores (crude scores from six tests)gives the total point score (total crude score).

The following is a description of how a decision is arrived at on the basis of the test results on, for instance,the aptitude of a person for an engineering trade.

1. The number of correct solutions in the different tests constitutes a crude score. These crude scores aremeaningful only if they are compared. They can be compared with the scores achieved by persons of thesame group (for instance, all males of the age of 15) or with the scores achieved by persons of other groups.It is a known fact that the average performance and the scatter value vary in different groups of persons.

For a reasonable comparison of the scores, norms or standard scores of comparable groups are required forreference. It is only with the aid of tabulated norms that the performance of a person examined can be quicklyand reliably determined in relation to other persons.

2. The following tables or norms were established on the basis of performance tests conducted with first−yearapprentices in the German Federal Republic who had attended primary school and some a school for thementally retarded. The average scores and scatter values will probably not fully correspond to those of thegroup of persons to be tested. The tables of norms are included in order to give a reference standard for atentative evaluation of the test results, at least for the initial period during which the aptitude test is used (seeAppendix 1).

3. After a short period of familiarization, it will be necessary to obtain valid norms for evaluating the testresults. For this purpose, the average scores (x) and the scatter values (s) of at least 200 persons will have tobe calculated for each of the seven test procedures. The calculation of the norms is carried out by:

a) the authors of the test in the German Federal Republic. For this purpose, it will benecessary to list all the scores of about 200 persons (List of crude scores, Appendix 2) and tosend the completed lists to the German Federal Agency for Development Aid which willforward the new norms as required;

b) the chief instructors using the aptitude test as a selective aid. The procedure employed incalculating valid norms is shown in the following examples.

A. Mean Score

− Distribution of the test results (crude scores)

− Determination of the mean score

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Mean score

The correct solutions are entered in Column 1 from top to bottom (minimum 1, maximum 10).In column 2, onedash is made for each person to show what crude score the person achieved in the particular test. If this isdone for all persons who took part in the test (30 in our example), then a frequency distribution is obtained.The frequency values are entered in Column 3; these figures show how many persons achieved what crudescore.

Column 4 gives the product of frequency (Column 3) multiplied by the crude score (Column 1). Adding up theproducts in Column 4 gives, in our example, the figure 80 which, according to the formula on the right−handside of the table, need only be divided by 30 (number of persons) to give the mean score of 6.0.

B. Scatter

Calculating the scatter value, i.e. the standard error

1 2 3 4 5

x fx − ¯ (x − ¯ )

2(x − ¯ )

2. f

1

2 1 − 4 16 16

3 2 − 3 9 18

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4 3 − 2 4 12

5 5 − 1 1 5

6 8 0 0 0

7 5 1 1 5

8 3 2 4 12

9 2 3 9 18

10 1 4 16 16

n = 30 = 102

Standard error

Hence, in this example,

s=1.9

As in Example A, Column 1 lists the crude scores, Column 2 the frequency.

In Column 3, the calculated mean score ( ) =6.0 is deducted from the crude score, e.g. crude score 2 lessmean score 6 = − 4. In Column 4, the scores entered in Column 3 are raised to the second power. Column 5contains the product of the corresponding score in Column 4 multiplied by the figure in Column 2. Adding upall products of Column 5 gives, in the present case, the figure 102.

According to the formula on the right−hand side, this figure is to be divided by 29, which is the number ofpersons less 1. This gives the numerical value 3.52 from which merely the root need be extracted.

The standard error, i.e. the scatter value, amounts to 1.9. This means that on average (approximately 68 percent of all cases) the crude scores of 30 persons deviate by 1.9 plus and 1.9 minus from the mean score.

4. In order that a table of norms may be obtained for a particular test by calculating so−called standardscores, it is necessary to have the mean score and the value of the standard error of the distribution of allindividual crude scores obtained in the relevant test. For each attainable crude score (x), a standard score willhave to be calculated. Example C demonstrates that we are here concerned with a twofold transformationfrom a scale:

C. Establishment of Norms

Distribution of crude scores¯

1, = 6.0

s1 = 1.9

Example x1 = 3

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Normal distribution

2 = 0

s2 = 1

Distribution of standard scores

3 = 100

s3 = 10SC = z. S

3 + ¯

3SC = −1.6. 10 + 100SC = 84

The complete calculation, represented for a possible or attainable crude score x (for instance, any scorebetween 1 and 20) in a formula, is as follows:

In a test with 20 possible correct solutions, it will be necessary to calculate 20 different standard scores whichcan be arranged in tabular form.

The standard score 100 coincides with the mean score of the distribution of crude scores; the standard scoresassume magnitudes of 70 to 130; scores below and above this range are possible. For control purposes, thefollowing graph should be considered which shows, for instance, that above a standard score of 110 only 16per cent of all cases can be expected.

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In most cases, the actual distributions come only close to this ideal distribution (approximate percentages).

5. The number of correct solutions, including the number of errors in the text dictated during the vocabularyexercises, constitutes the crude test score of a person, which corresponds to a specific standard score (ordistribution of comparable groups or of the group of persons tested). These standard scores give a picturecharacteristic of each person if they are represented in a form as shown below.

The focal points of a person’s talent can thus be seen at a glance. The Ratings Sheet (see Annex 3) is built upalong these lines.

6. The Selective Decision

Basically, there are two criteria that lead to a selective decision via the test procedures employed:

a) the general level of intelligence, derived from the distribution of the sum scores, via thetotal standard score;

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b) the structure of the person’s abilities, as seen from the pattern of the distribution ofstandard scores in the ratings sheet. Aptitudes and weaknesses of a person can berecognized and described with emphasis on the contents of the individual test procedures asshown on page 8.

The idea suggests itself to use both criteria in deciding upon the selection of an applicant. For this purposeand as far as the general level of intelligence is concerned, a cutoff point may be established in thedistribution where 50 per cent more applicants would be admitted than is actually possible. Among these, thegeneral ability structure, which should come as close as possible to the occupational requirements, can thenbe used to decide which of the applicants should be admitted.

7. The present tests are the outcome of development work conducted over a long period of time. Theindividual exercises were compiled on the basis of the known differences between the characteristics of suchexercises. Any changes or substitutions made in the exercises or in their sequence will have a considerableeffect upon the distribution of the crude scores and upon the capability of the tests to give differentiatedresults. Accuracy would also be affected.

In order that the effective conduct of the tests and the usefulness of the results can be ensured, it will benecessary to return the test results in the form of crude score lists (see Annex 2) or to send the ratings sheets(typewritten or photostatic copy) to the German Federal Agency for Development Aid. This is necessarybecause in the first few trials, the level of difficulty built into the exercises and the information they reveal maynot be commensurate with the general ability of the groups to be tested so that improvements andmodifications will have to be made by the authors of this aptitude test.

Content of the test procedures

The following table gives an idea of the abilities examined with the aid of the individual test procedures of thisaptitude test.

Ser. Test Procedure Abilities/Skills

1 Vocabularyexercises

Spelling, general knowledge, expression, conceptual thinking

2 Arithmetic Knowledge of basic arithmetics, numerical thinking, concentration

3 Form perception Perception of geometric form, logical thinking, ability to visualize motion,theoretical apprehension of matters technical

4 Figure −copying Perception of form, ability to spatialize, ability to draw

5 Computing Numerical thinking applied to practical problems, numerical logic

6 Mechanical abilityP−T−V

Practical grasp of matters technical, intuitive or intellectual apprehension ofinterrelated movements

Annex 1: Table of Norms (tentative)

Vocabularyexercises

Errors indictation +)

Arithmetic Rating

CS SC CS ST CS SC

130 130 − 130 far above average

− 100 125 125 − 125

93 − 99 120 120 31 − 32 120

86 − 92 115 115 29 − 30 115 above average

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79 − 85 110 110 26 − 28 110

73 − 78 105 105 24 − 25 105 average

66 − 72 100 100 22 − 23 100

59 − 65 95 95 20 − 21 95

53 − 58 90 90 18 − 19 90 below average

46 − 52 85 85 15 − 17 85

39 − 45 80 80 12 − 14 80 far below average

32 − 38 75 75 10−11 75

0 − 31 70 70 0−9 70

Formperception

Figure copying Computation

CS SC CS SC CS SC

130 − 130 18 − 20 130 far above average

125 − 125 16 − 17 125

16 120 − 120 − 15 120

14 − 15 115 19 − 20 115 13 − 14 115 above average

12 − 13 110 17 − 18 110 11 − 12 110

11 − 12 105 − 16 105 − 10 105 average

9−10 100 14 − 15 100 8−9 100

7−8 95 12 − 13 95 6−7 95

5−6 90 10 − 11 90 − 5 90 below average

3−4 85 8−9 85 3−4 85

2 80 7 80 − 2 80 far below average

1 75 5−6 75 − 1 75

0 70 0−4 70 0 70

Mechanicalability

Total Rating

CS SC CS SC

130 223 − 230 130 far above average

22 125 207 − 222 125

20 −21 120 192 − 206 120

17 −19 115 176 − 191 115 above average

15 −16 110 161 − 175 110

13 −14 105 145 − 160 105 average

11 − 12 100 129 − 144 100

8−10 95 114 − 128 95

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6−7 90 99 −113 90 below average

4−5 85 83 − 98 85

2−3 80 67 − 82 80 far below average

1 75 52 − 66 75

0 70 36 − 51 70+) Norms can only be established after receipt of the lists of crude scores

Annex 2: Aptitude Test as Selective Aid

Technical Aid of the German Federal Government in the field of vocational training

Country:

Project:

Language: German

English

Spanish

Date:

LIST OF CRUDE SCORES

Age Schooleducation

Vocabularyexercises

Errors indictation

Arithmetic Formperception

Figurecopying

Computation MechanicalabilityP−T−V

No. Surname,firstname

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Annex 3: Aptitude Test as Selective Aid Rating

Technical Aid of the German Federal Government for Vocational Training in Trade and Industry Country:

Project:

Date: __________

Surname, first name: ______________________________ No.: ___________

Age: ___________________________________________

Address: ________________________________________

Applicant for: ____________________________________

No. Test Method Crude rating Standard scores

70 80 90 100 110 120 130

1 Vocabularyexercises

Errors in dictation −

2 Arithmetic

3 Form perception

4 Figure copying

5 Computation

6 Mechanical ability

Total

Degree of aptitude:___________________

Remarks:

_________________________(Sgd) Head of Training Center

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