Development of the BEE Aptitude SubtestCarlo Magno, PhD.Lasallian Institute for Development and Educational ResearchDe La Salle University, Manila

Needs AssessmentWhat is the purpose of the test?Is the blueprint constructed?

What skills are involved?What is the function of the

assessment?

What is an aptitude test?

To assess the ability of students to learn in their future studies.

It identifies the specific area of inclination of students (e. g., science, language, commerce, arts, vocational, etc.).

Focused on measuring competencies and readiness in future performance.

Verbal Aptitude

English Verbal aptitude

Numerical Aptitude

Judgment and comprehension

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What is an aptitude test?Aptitude test measure students’ ability to

handle future or higher studies and identify the specific area of inclination.

Focuses on measuring competencies and readiness for future performance.

Supports “Assessment for learning” that aims to determine the existing skills of the students that they can use in the future

It is formative in nature that focuses on future learning by tapping the competency and skills of the students while the old test is more summative in nature that asses past learning by testing students on subject content.

Some Framework for AptitudePrimary mental abilitiesFluid intelligence

How is an aptitude test differ with that of achievement of content?

ACHIEVEMENT APTITUDEPurpose Assessment OF learning: Determines what

students had learned based on the curriculum.

Assessment AS learning: Informs teachers and students on what subject that students’ can specialize on their tracks (e. g., science, language, commerce, arts, vocational, etc.)

Type Achievement: Determines how much skills students’ have gained compared to the standards of secondary ed.

Aptitude: Determines the existing skills that students have at the moment which they can use to succeed in the future.

Content Subject-content Oriented: Students are tested in the major subject areas they studied from K to 12.

Competence and Skills-Oriented: Students are tested on essential skills that they need in their future (e. g., critical thinking, scientific literacy, verbal, numerical, and logical reasoning).

Information Past learning: Provides information on the past and current standing of students based on the knowledge and skills they have gained.

Future learning: Helps identify the specific subject areas and competencies that students can be successful.

Use Summative: Teachers know how well students have learned in their schooling.

Formative: Students are better guided on the tracks they can specialize in secondary level.

Duration Longer: It takes more than 2 days Shorter: It can be taken in two days only.

Stakeholders Limited: Mostly schools only, Extended: Students, Schools, and other stakeholders

What can be done with the results?

The results of the aptitude informs what programs and courses students can take at the succeeding level.

The aptitude test measures students’ higher order thinking skills rather that rote memorization.

The test report informs teachers and parents about the strengths and weaknesses of their students and children.

What is the test for?The test will be used to:

◦ 1. screen students for purposes (e. g. Scholarship);

◦ 2. help students make better decision;

◦ 3. inform secondary schools and colleges about the competencies and skills of their in-coming students in order to develop learning intervention programs.

◦ 4. Enlighten parents about the skills and capabilities of their children towards their future studies.

Taxonomy of Aptitude ItemsSubtest

1. Verbal analogy

2. Syllogism

3. Letter and number series

4. Topology

5. Visual discrimination

5. Progressive series

6. Object rotation

7. Object Manipulation

8. Figure Ground perception

9. Surface development

10. Object assembly

11. Picture completion

Verbal AnalogyDIRECTIONS: Complete the

sentence by filling in the blank with the appropriate word from among the choices given.

Possible relationships: Synonyms, antonyms, meronyms, metonyms, similarities, categories

SyllogismDIRECTIONS: Based on the given

premises determine the correct conclusion from the given choices.

2 premises and 1 conclusion

SyllogismMeasures the ability to reason

syllogistically or deductively (O’Connor, 1952).

A series of statements are presented to the examinee and the examinee should choose the most logical conclusion based on the given statements

Verbal analogyMeasures the ability to think

constructively, to find commonalities among apparently different concepts, and to manipulate ideas on an abstract level (Bennet, Seasore & Wesman, 1989).

The examinee is given a pair of words and another word without its pair. The test taker should find the word that has the same relationship to the first pair.

Letter and number seriesDIRECTIONS: Study the series of

given numbers and/or letters and determine from among the choices the numbers and/or letters that should come next.

Numeracy skill on skip counting, ratio and proportionBalance: letters only, numbers only, combination, 2 in a set, 3 in a set, single rule, double rule

Letter and number seriesMeasures the ability to reason

from some specific information to a general principle (Hakstain, 1982).

The examinee is given a group of letters and/or numbers, in which he/she is to give the next group in the series.

TopologyDIRECTIONS: Study the figure on

the left box and determine from among the choices the figure that replicates the conditions where the dot(s) can be placed.

Topologymeasures the ability to see two

or more objects in relation to each other (Del Grande, 1990).

The examinee is tasked to select from the four choices on the bottom which duplicates the conditions above. Perception of spatial relationships – the ability to see two or more objects in relation to each other (Del Grande, 1990)

Visual DiscriminationDIRECTIONS: Study the given

four figures and determine the figure that is different from the rest.

Use unfamiliar figures rather than real life figures. Real life figures are subject to interpretation.

Visual DiscriminationMeasures the ability to identify

the similarities and differences between or among objects (Del Grande, 1990).

The examinee is asked to identify the similarities and differences between or among objects (Del Grande, 1990). The ability to recognize and sense objects in original or altered environments (Gardner,1983).

Progressive SeriesDIRECTIONS: Study the given

figures and determine from among the choices the figure that should come next.

The missing item can be the end or interjected within the set

Progressive Series:Choose the next sequence for the given set

1.

2.      3.

  

A B C D

Progressive Series:

Progressive seriesMeasures the ability to detect

arrangements of elements within a pattern (Orez, 1987 & Owen, 1990).

The examinee is tasked to select one of the images on the right that should come next given the image sequence on the left.

Object Rotation

Object Manipulation: FoldingTest 8.1 DIRECTIONS: The figure

on the left is a piece of paper. Determine from among the choices how it would look if it is folded. (Folding)

Object Manipulation: FoldingMeasures the ability to imagine

how pictorially presented objects will appear when they are rotated, twisted or inverted (Ozer, 1987 & Owen, 1990).

The examinee imagines how pictorially presented objects will appear when they are rotated, twisted, or inverted (Ozer, 1987 & Owen, 1990);

Object Manipulation: UnfoldingTest 8.2 DIRECTION: This time,

the figure on the left is a folded piece of paper. Determine from among the choices how it would look if it is unfolded. (unfolding)

Object Manipulation: UnfoldingAbility to manipulate geometric

forms (Kelly, 1947). The ability to recognize the identity of an object when it is seen from different angles (Thurstone, 1938).

3D Object Manipulation:

3D Object Manipulation:

3D Object Manipulation: Top viewTest 8.3 DIRECTIONS: The figure

on the left is a three dimensional object. Determine from among the choices how it would look if it is viewed from the side where the arrow is pointing. (top view)

3D Object Manipulation: Front/side viewTest 8.4 DIRECTION: This time,

the figure on the left is seen from the back. Determine from among the choices how it would look if it is seen from the front. (front/side view)

OrientationTest 8.5 DIRECTIONS: The figure

on the left is the top view of an object. Determine from among the choices how the figure would look like if it is seen from the front. (orientation)

Orientation

Figure ground perception

Figure ground perception

Figure ground perceptionDIRECTIONS: Look at the figure

on the left box and determine from among the choices where a copy of that figure can be found.

Figure to look for should be as big as the given.

Figure ground perceptionMeasures the visual act of identifying a

specific component in a situation that involves shifts in perception of figures against complex backgrounds where interesting and “hidden” forms are used (Del Grande, 1990).

The examinee identifies a specific component in a situation that involves shifts in perception of figures against a complex background where interesting and “hidden” forms are used (Del Grande, 1990).

Surface DevelopmentThe examinee is presented with a flat image

that can be transformed into a three dimensional object when folded.

The task is to find out the end product after folding.

Individuals are usually shown irregular, flat shapes, such as pieces of paper or cardboard, and boxes created by folding these shapes.

It will be the person’s task to find out what lines on the flat shapes correspond to what lines on the boxes.

These skills are needed in drafting, mechanics, physics, and courses that have analysis.

Surface Development

Surface Development

Surface Development

Surface Development

Object Assembly

Object Assembly