Aptitude Tests To Assess Cognitive Abilities In Recruitment
Pre-employment Aptitude Tests for Recruitment, Placement and Selection
Who Is Using Our Aptitude Tests ?
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Online Aptitude Testing: Assessment of Cognitive Abilities
Tests for multiple levels
SCOPE AND IMAGES IN APTITUDE TESTS
When it is accepted that intelligence exists and can be measured, it becomes necessary to define it for the purpose of measurement. For that, we can define intelligence as:
“In the General Aptitude Tests” two general qualities are looked for:
- Tests to cover various mental qualities; the necessity of situations and stimulants to represent a wide range and variety of high and complex mental functions, in particular imagination, generalization and reasoning and
- The necessity of the test conditions and problems, that constitute the images of the test, to be selected from the general and common interests of everyone who takes the test, their general life experiences and learning opportunities.
Today, it is accepted that individuals' learning capability, organizing ideas, adapting behavior, understanding problems and using abstract symbols, problem solving and knowledge level are more related to intelligence level. This multifaceted concept of intelligence, paves the way for General Aptitude Tests to be composed of 7 basic factors that measure different abilities:
General Aptitude Exams; may vary according to the nature of the work that is planned and the skills that are considered necessary in doing the job. For this reason, in the General Aptitude Exam, the questions prepared for the following skill types are placed in various numbers and difficulties, considering the duties and responsibilities of the job in question:
GENERAL APTITUDE TESTS LIBRARY (COGNITIVE SKILLS)
| Name of the Ability Test | Number of Questions | Total Time (Min.) | Number of Parallel Forms |
|---|---|---|---|
| ASPET® Analytical Skill Test | 23 | 42 | 10 |
| Attention to Details, Perception and Basic Abilities Test | 30 | 35 | 10 |
| SF D4 Blue-Collar Basic Capabilities Test | 40 | 45 | 10 |
| General Aptitude (Cognitive Abilities) and Reasoning Test | 25 | 30 | 10 |
On request, customer customized ability tests are prepared from different skill sets.
Testinvite General Aptitude Tests are classified as cognitive tests according to images classification.
In the tests listed above, skill sets such as;
In addition; Many sub-dimensions and objectives have also been identified for all these capabilities:
- Counting letters and figures, reading data from tables, text comparison, finding different shape matrix, graphic and visual comparison, two-dimensional rotation difference, relationship between shapes, text comparison, matching - sorting - sieving, finding the image that is not part of the picture, visual matching, one-to-one matching, multiple matching, encryption, cube closure, etc.
- Since it targets different skill groups, each test has been prepared for different purposes. According to the quality of the work, the level of the people to be tested and the skills sought in these people; General Aptitude Tests can be created to suit every need by combining questions from different question sets with different numbers and difficulties.
- Thanks to the cooperation that have been developed with universities for 5 years, Testinvite has created a pool of questions consisting of over 3000 questions and has pioneered the creation of many General Aptitude Tests that meet the needs of its customers.
In summary; Testinvite General Aptitude Tests are used over 90B per year. The results enable all our customers to succeed in their processes and offer over 95% reliability in making decisions that will affect the future of individuals.
ANALYTICAL SKILLS APTITUDE TEST
ASPET®The Analytical Skills Pre Employment Test is a General Aptitude Test which aims to measure the analytical/cognitive abilities of newly graduates and white collar employees: It consists of table-graph reading, problem solving, verbal reasoning, schematic reasoning and shape ability.
Because it is based on a multivariate test architecture, the test consists of a different set of questions each time, so that each candidate is tested with completely different questions with the same difficulty level. Behind this systematic, KAYT is fed by a question bank consisting of more than 1500 questions created by academicians who are experts in their fields. All parallel forms have been formed based on the TEST PLAN in accordance with the principles of measurement and evaluation and considering the scope validity.
SF D4 Blue Collar Basic Skills Test
BLUE COLLAR GENERAL APTITUDE TEST (BASIC COGNITIVE ABILITIES)Blue Collar General Aptitude Test is a General Aptitude Test which aims to measure the basic skills of blue collar employees: Communication, verbal reasoning, shape ability, operation, figure counting, reading data from tables, comparing text, finding different shape matrix.
Because it is based on a multivariate test architecture, the test consists of a different set of questions each time, so that each candidate is tested with completely different questions with the same difficulty level. All parallel forms have been formed based on the TEST PLAN in accordance with the principles of measurement and evaluation and considering the scope validity.
Attention, Perception and Basic Skill Test
CAUTION AND PERCEPTION TESTAttention, Perception and Basic Skill Aptitude Test is a General Aptitude Test which aims to measure the abilities of employees in terms of attention and perception:
Because it is based on a multivariate test architecture, the test consists of a different set of questions each time, so that each candidate is tested with completely different questions with the same difficulty level. All parallel forms have been formed based on the TEST PLAN in accordance with the principles of measurement and evaluation and considering the scope validity.
Aptitude Test Types
1. Table & Graph Reading and Interpretation
Measures the ability of the candidate to interpret the information given by a table or graph to determine the correct results and decisions.
Example Question: The following chart shows the unit purchase and sale prices of a good that an entity buys and sells during the period 2001-2005. What percentage has the sales price of a unit of goods decreased in 2002 compared to the sales price in 2001?
2. Problem Solving
Measures the candidate's ability to use numerical information to solve complex problems.
Example Question: The price of a shirt sold with a 30% profit is 20% off the label price. 10 pounds of this shirt is damaged according to the cost price of the shirt is pounds?
3. Verbal Reasoning
Deducing reasonable results by reasoning through the presented information, identifying the strengths and weaknesses of the arguments, completing the given scenario by reasoning, reading comprehension, taking notes, tabulation, listing, clustering, grouping, and problem solving ability are measured.
Example Question: Selin, Burcu, Ceren, Demet, Ecem and Goknil each have a buckle. Three of these buckles are pink, two are yellow and one is red. The following information is given about the colors of their buckles. According to this information; Which of the following is absolutely correct?
- Selin's bag is pink.
- The bags of Ecem and Göknil are of different colors.
- Burcu and Ceren bags are the same color.
4. Schematic Reasoning
Schematic reasoning questions are designed to assess logical reasoning ability. Measures the ability of the candidate to solve complex problems by reasoning.
Example Question: The following sequence of figures is based on a specific rule. According to this rule; Which of the given options should be replaced by the blank box?
5. Shape Ability
Measures the ability of the candidate to perceive the shapes in 2-D and 3-D, imagination, changes in shapes and to perceive their position in space and space.
Example Question: If the following figure is rotated 240 degrees counterclockwise, which of the options in the options occurs?
6. Attention and Perception
Text, number and code pair comparison; accurate interpretation of the data given in tables or figures; accurately counting letters or figures in the given graphics; The aim of this course is to measure attention and perception ability such as finding different shape matrices, matching graphics and visuals.
Example Question: Determine if the code pair given below is the SAME or DIFFERENT.
| Dm #665-421-432-42-17 | Dm #665-421-432-42-17 |
7. Verbal Logic (Deductive Reasoning)
Measures the ability of the candidate to evaluate the arguments by reasoning based on the given text.
Example Question: The purchasing function can have a significant impact on the overall profitability of an organization. However, the success of the procurement function depends on competent buyers and a procurement manager who applies systematic purchasşng methods and uses technological advances. If the profitability of an organization is compromised, the efficiency and capability of the purchasing function can determine whether the operation of the organization is profitable or in loss. Accordingly, the purchasing function has an important responsibility for the profitability of an organization and when an organization tries to generate profits, it will endeavor to develop skilled and skilled buyers and to appoint a knowledgeable and intelligent procurement manager.
What conclusions can be drawn from the information given above?
- If the profitability of an organization is not compromised, the adequacy of the purchase function cannot determine the profitable or harmful operation of the organization.
- An organization has at least some purchasing functions that are not responsible for significant profits.
- A function without a purchase function does not have a significant responsibility for the profit of an organization.
- The ability to determine the profitable or harmful operation of an endangered organization may depend on the efficiency and capability of the purchasing function.
8. Mechanical Ability
Measures the ability of the candidate to adapt physical and mechanical principles to daily and work life.
Example Question: How many pulleys rotate clockwise?
REPORTS AND EVALUATION
In all tests, there are “right-wrong” and “multiple choice” questions in the marking question group. Preparing marking questions takes more time and skill than writing questions. Advantageously, however, the tests can be performed in a short time and are very easy to evaluate. At the same time, as many questions can be answered in a short time, it allows better sampling of the qualities to be measured and the chance error caused by the number of questions is reduced.
In order to facilitate the interpretation of irregular results obtained by measurement, it is necessary to analyze and summarize the data statistically. For this purpose; in Testinvite, Under Testinvite, there is a General Norm study created for KAYT, since it is the most widely used test. For other General Aptitude Tests, Norm study of the candidate group is calculated by the system.
The Testinvite infrastructure first performs a statistical analysis of the test results, draws the histogram and frequency polygon by grouping the raw data, finds the frequency distribution, checks the compliance to the bell curve, and finally concludes the norm.
Within the scope of the norm study:
- Classification and grouping of data
- Determination of frequency distribution and its representation by histogram
- Calculation of percentages with average and median
- Statistical calculations, such as standard deviation and percentage tranche of candidates, are made.
All General Aptitude Tests are evaluated with a score between 0% and 100%. Percentage result of the candidate; The results are evaluated by comparing with the average of all other candidates taking the test. Similarly, the same assessment is performed separately for the sub-section and dimension results determined in the tests.
VALIDITY AND RELIABILITY
Reliability and validity are the two most important characteristics of a test.
If the results of a particular test are consistent in all cases, the test can be said to be reliable. Therefore, the consistency of the score is a measure of the reliability of the test.
Validity is achieved when a test shows consistent results compared to other tests commonly used in the same field in measuring the skills that a test aims to measure.
1. Reliability
Several methods are used to determine the reliability of a test:
- Method of repetition of the test (test-retest): Each repetition of a highly reliable test; the candidate's knowledge, skills and abilities are very likely to reach the same conclusion. A low reliability test will produce very different results for each repetition.
- Parallel forms reliability: If a test is taken by the same person again, asking the same questions creates problems in stabilising the reliability of the test. Use of parallel forms; this problem can be overcome by creating more than one equivalent form with different questions at the same difficulty level.
- Test halving method and
- Methods such as internal consistency reliability coefficients are often used to calculate the reliability coefficient of a test.
The inclusion of a sufficient number of questions in the tests allows for more inclusive sampling and measurement of the skills. However, asking too many questions alone is not sufficient to conclude that a test is reliable, regardless of the methods mentioned above.
For example, removing questions that are easily answered by anyone or with very low response rates will shorten the test and increase the accuracy of the measurement, because questions that negatively affect determinism will be excluded from the test.
What are we doing to increase the Reliability Coefficient of our General Aptitude Tests?
- We use enough questions to assess competence.
- We create a consistent environment for the participants.
- We provide participants with an easy evaluation user interface.
- We measure the reliability of the tests twice a year.
- We run a test question analysis every 3 months to eliminate poorly performing questions.
2. Validity
The questions to be asked to check the validity of a test should be:
- “Is the test successful in measuring the capabilities it claims to measure?”
- “Is the test suitable for the purpose?”
- “Is the test sufficient to measure the ability levels of candidates in the same educational and social context?”
- “Does the exam perform the measurement properly?”
- “Does the test work appropriately in groups with the same educational level and social structure and with particular test participants?”
What are we doing to improve the validity of our General Aptitude Tests?
- We apply usage scenarios in which candidates of similar level apply our General Aptitude Exams and other related tests used in the assessment processes.
- We work with universities to test and improve the quality and validity of our tests.
- After the evaluation process, if necessary, we improve the weaknesses detected once a year in the tests.
AREAS OF USAGE
General Aptitude Tests commonly used by Institutions, Recruitment Specialists and Human Resources Professionals are mainly used as follows:
1. Recruitment
In recruitment; it is important to identify the appropriate skills for the images of the work. It is recommended to perform tests consisting of different skill sets for blue-collar, white-collar and attention / perception based works. General Aptitude Tests are frequently used for recruitment in the following processes:
- Trainee and newly graduated white-collar recruitment
- Intermediate level white-collar recruitment
- Blue-Collar recruitment
2. Promotion
During the promotion periods within the company, General Aptitude Tests can be used in order to evaluate the talents of employees more objectively and to ensure a merit promotion according to this assessment. Although it is not as frequent as recruitment, it is noteworthy that some institutions are involved with our tests in their internal processes.
3. Internal horizontal position changes:
In some periods, it may be possible to shift the recruited employees to a position that is more appropriate to their abilities. In order to conduct such an internal evaluation, it is often common to conduct General Aptitude Tests. It is a recommended method to improve employee performance and increase productivity within the company.
4. To assess academic potential or career eligibility:
The most common type of academic use is the General Aptitude Tests is to determine whether high school students continue their careers in a department appropriate to their abilities. Students often encounter various skill tests; these tests are useful for predicting the departments they need to study at the university or for the jobs they can be successful in their career goals and to give a general idea of building their future in accordance with their abilities.
When we look at the history of General Aptitude tests, it is possible to see that these tests were first developed for the development of intelligence of young children and even babies. Therefore, General Aptitude Tests are used not only for high school students but also for students of all ages. The best example of this type of use is the tests performed in the determination of advanced intelligence children.
However, in universities, institutions such as military, fire brigade or police academies where assessments according to certain skills are important, General Aptitude Tests, that are suitable for the abilities to be measured, are used.
Sectoral distribution of companies using General Talent Testing in recruitment processes
Distribution of General Aptitude Tests by Education Level
ONLINE SECURE GENERAL APTITUDE EXAMINATION SOFTWARE
Administering online secure exams
Testinvite offers, more than 1000 customers, an Exam Platform where you can conduct online exams in a secure environment.
As a result of our research; If both the end user and server side security measures such as detailed exam log tracking, use of surveillance methods, full screen requirement, multiple time limits, differentiation of imagess and random ordering of the imagess are not provided; There was a 12 times more tendency of users to cheat. It is understood that taking necessary security measures reduces this type of behavior by 90%.
All these General Ability Tests are performed only within the Testinvite Exam Software and with the necessary security frameworks.
Proctoring the exam via the applicant's web camera; time limits; open text questions, short text, code editor, voice recording, etc. options; rules of going back and forth between sections and pages; multiple exam process design; full screen requirement, systematic question pooling with question bank; random selection of question bank; Testinvite Exam Software provides a safe and reliable assessment with many additional features such as mixing of question-and-page order.
Exam Client
Test Type
General Ability Exams consist of multiple choice questions. They have been prepared based on the TEST PLAN in accordance with the measurement and evaluation criteria and taking into consideration the scope validity.
Time Limits
For each department and for the whole test, time limitations are used together (in online test applications, joint application of both time limitations enables test to be more secure).
Test Management
The test is administered and conducted online (web-based).
Test Security
- Lockdown Browser (Full Screen Lock): Optionally, you can force the user to stay on the exam screen by activating the browser's full screen setting. If you choose this security method, users will not be allowed to open other tabs or applications during the exam.
- Real-time Monitoring: Monitor all examinations.
- Proctoring (Surveillance): Optionally, all candidates can be monitored during the exam (with video recording or taking photos during the exams) with web camera proctoring.
Randomizing Test Questions (Dynamic images) Exam Structure (Repeatability)
In online tests, repeatability is an essential requirement of test safety. This is a method to achieve the highest test security, validity and reliability (test-retest method). In a multivariate test, each candidate must answer the same number of questions of equal difficulty, but a different set of questions.
- Example 1: A candidate with a multivariate exam structure can participate 10 times with different questions each time.
- Example 2: When candidates A and B (two different persons) complete a multivariate test structure, all of the same questions that the candidates will face are at most 10% of the exam.
All General Ability Tests; are designed with multivariate test method to overcome operational and safety based problems in recruitment, promotion, academic and educational processes.
During an online exam, some candidates may have to quit their exams due to a problem (technical, disconnection, power failure, etc.). This results in the necessity for applicants to take a different test at the same standards, and therefore repeatability. The test structure, where the questions are different each time, solves this problem and allows candidates to take the exam again with different questions in the same TEST PLAN standards.
Shuffling Options for the Order of Section, Page and Question
In Testinvite, there are different shuffling options that are essential for achieving the maximum test security: You can mix the order of choices, questions (within a single page) and sections (within a test).
Navigation Options During Examination (Forward-Backward / Restrictions)
There are three navigation options for sections (within the test) and pages (within the sections): "allow going forward and backward", "allow only going backward”, and "don't allow going forward and backward”. For both tests, this option is set to "do not allow going forward and backward" for security reasons: Test participants can only follow the section and page order defined by the test supervisor, who prevents them from seeing the questions in advance.
Date and Time Restrictions in Accessing Tests
In exam processes, you can add date and time restrictions in 3 separate ways.
- Restrict access to tests with date & time for the whole process.
- Separate date and time ranges can be specified for each test in the process.
- Specific access date and time ranges can be specified for each candidate.
Re-sitting the Exam
During the test, technical problems such as; disconnection from the internet, problems
with the battery of the device from which the test was performed may occur against the
wishes of the candidates; the incomplete exams can be re-established from the questions
and time that the candidate is left to prevent their aggrievement.
Reporting
The data obtained as a result of the tests are reported as total score, dimension scores, in-group ranking (ranking scale) and general ranking.
Since the tests consist of multiple-choice questions, the test results are automatically calculated and the relevant evaluation results can be accessed from the "Reports" tab immediately after completion of the exams.
Optionally, the results can be presented to all applicants who have completed the exam as a summary (results only) or as the Norm report (comparative with other applicants' scores). This option is usually preferred after exams for training and certification.
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