Contents

OVERVIEW ................................................................................................................................................. 2 NTRODUCTION .......................................................................................................................................... 3 DIFFERENTIAL APPTITUDE TEST ..................................................................................................... 3 NATURE OF DAT ............................................................................................................................... 3 PURPOSE OF DAT .............................................................................................................................. 4 TEST DEVELOPMENT .............................................................................................................................. 4 PRINCIPLES GOVERNING THE TEST CONSTRUCTION ................................................................ 4 ADMINISTRATION .................................................................................................................................... 6 STEPS IN ADMINISTRATING THE TEST ........................................................................................... 6 SCORING PROCEDURE ............................................................................................................................ 8 HAND SCORING ......................................................................................................................................... 9 PSYCHOMETRIC PROPERTIES OF DAT ................................................................................................ 9 RELIABILITY .......................................................................................................................................... 9 VALIDITY ............................................................................................................................................... 9 DISADVANTAGES OF DAT.................................................................................................................... 10 CURRENT ADMINISTRATION .............................................................................................................. 10 MAXIMUM POSSIBLE RAW SCORE FOR EACH BATTERY ........................................................ 11 PERCENTILE NORMS FOR FORMS S AND T .................................................................................. 11 PARTICULARS OF THE SUBJECT......................................................................................................... 12 INTERPRETATION................................................................................................................................... 12 SCORES AND THEIR REPECTIVE PERCENTILE OBTAINED BY THE SUBJECT IN EACH BATTERY .............................................................................................................................................. 12 PERCENTILE CHART .............................................................................................................................. 14 REFERENCES ........................................................................................................................................... 15

OVERVIEW The present report concerns with the administration, scoring and interpretation of an aptitude test named as Differential Aptitude Test (DAT). The test was administered on 20 years old female student of IMCG (PG) F-7/2 Islamabad. The subject was asked to attempt the batteries in described time. The score of the subject on different batteries is as fallows. BATTERY NAME Verbal Reasoning Numeric Ability Abstract Reasoning Clerical Speed & Accuracy Mechanical Reasoning Space Relations Spellings Language Usage SCORE OBTAINED 25 33 46 50 46 31 86 31

NTRODUCTION DIFFERENTIAL APPTITUDE TEST NATURE OF DAT The Differential Aptitude Test (DAT) is a multiple aptitude battery designed to measure junior and senior high school students and adults' ability to learn or succeed in certain areas. The test is suitable for group administration and is primarily for use in educational and vocational counseling, although it may be used in employee selection. The DAT contains two levels, with two equivalent alternate forms for each level. Eight subtests measure abilities. A score is provided for each subtest as well as for scholastic aptitude. Test administration procedures are easy to follow, and test materials are durable and reusable. The norming process for the edition was impressive, with about 170,000 students in the standardization samples. Evidence for reliability and validity is reviewed. The fact that the DAT has remained one of the most frequently used batteries is a tribute to its quality, credibility, and utility. The new items and new norming data of the most recent edition have improved the test while preserving psychometric quality. It would be worth pursuing concurrent validity data on the DAT in a few broadly defined occupational areas. BATTERIES OF DAT Verbal Reasoning Numerical Ability Abstract Reasoning Clerical Speed and Accuracy Mechanical Reasoning Space Relations Spelling Language Usage

PURPOSE OF DAT In 1947, it was necessary to decide what aptitude the battery should measure. The attempt was made to include tests in the battery each of which would be useful in many areas rather than in only one or two, and each of which would provide meaningful source readily interpretable by informed Counselors and Teachers. The most important goal was to satisfy the needs of Counselors and others who must make practical applications of test scores. Subsequent to the 1920s there was a growing recognition of need for measures of many aspects of mental abilities. The research and theories of Thorndike, Spearman, Thomson and other have made us increasingly aware that so-called intelligence is not a unitary trait it is composed of many abilities, which are present in different individuals in varying amount. Till 1920s there were a lot of tests developed for the measurement of behavior such as Minnesota Paper form Test, Stenquists Mechanical aptitude tests e.t.c.but in 1930s there were need to develop a test for measuring the vocational abilities of individuals.

TEST DEVELOPMENT The original form of DAT was developed in 1947 to provide an integrated scientific and well-standardized procedure for measuring the abilities of boys and girls in Grade 8 through 12 for the purpose of educational and vocational guidance. The differential aptitude were revised and re-standardized in 1962 and again in 1972. The 1962 revision of test was directed primarily at making the test easier to administer. The 1972 revision retained the earlier changes and in addition substantially updated five of eight tests. PRINCIPLES GOVERNING THE TEST CONSTRUCTION Each should be an independent test. Because of varied situations in which guidance and personal selection take place, it was determined that each of abilities to be measured should tested separately. While it is intended that the whole battery be given for educational and vocational counseling, only part of battery is required or desired in other situations. Therefore, the tests were made so that they could be given independently.

The Tests should Measure Power. The purpose of measuring the persons particular ability is usually to discover the level at which he can perform. A mathematician is one who can solve complex mathematical problems; a person who can add two place numbers rapidly and accurately may be skilled clerk, but not necessarily a mathematician. For most purposes to which tests results contribute the evaluation of individuals power in the particular ability or skills is of primary concern. The Test Battery should Yield a Profile. The eight separate scores yielded by DAT are convertible to percentile ranks and can be plotted a profile chart to facilitate interpretation. Since the percentile rank for every test is based on the same population, the points on the profile are comparable. One combination of scores is also offered: Verbal Reasoning plus Numerical Ability. This combination serves the same purpose, as would tests of scholastic aptitude and make administration of later unnecessary. The Norms should be Adequate. The Norms are presented separately for boys and girls, to reflect sex differences, which appear in some of abilities measured by tests. Norms are also presented separately for fall and spring semester administrations. The Tests Material should be Practical. The materials for DATs are designed with administrative convenience in mind e.g. the format of the test booklets has changed over the year of accommodate changing needs. The Tests should be easy to Administer. The basic directions for taking each test are printed the test booklet. They are to be read aloud by the examiner and silently by the persons being tested. The two governing principles in planning the administrative features of DAT were that the tests should be an administrable by teachers or industrial employment personnel with

the minimum of special training, and that the directions and illustrations should be clear to the persons taking the test. Alternative form should be available.

ADMINISTRATION STEPS IN ADMINISTRATING THE TEST Introduction Try to put the students at ease by explaining briefly, why the tests are being administered. This test may be done a day or so in advance. Students should be told not to be discouraged, if some of the questions are too difficult. Before each test state in few simple words, what the particular test is about. Concise statements, which illustrate the distinct nature of each of the eight tests, appear on the individual report form and these may be used for this purpose. Pencils See that each student should have two soft lead pencils with erasers. The examiner should have additional pencils on the hand to meet any emergencies before the clerical speed and accuracy tests, it is especially important to check pencils on students hands since this is a speed test. Answer Sheets and Booklets Distribute the answer sheets, and then test booklets. Make certain that each students has both answer sheets before distributing the booklets make the following announcements Do not open your booklet until I tell you to do so. The examiner should have a copy of test booklet and answer sheet. Examiner should give following instructions to the students at the very beginning of test:

On the line beginning with name at the top of answer sheet, print your name, last name first. Then fill in todays date Be sure to make a heavy black mark filling the entire circle. Dont go outside the circle if you make a mistake erase very carefully You must mark all your answers with a lead pencil You will write nothing in the booklet but will mark all your answers in the answer sheets Reading Directions The examiner should read the directions aloud, from a copy of the booklet while the student read them silently. Each student must understand what he is to do before beginning of the test. When the questions have been answered, read the final paragraph of directions page for the test being given and add the following sentences:You should keep in mind that you are to mark only one answer to each question, if you mark more than one answer, you cannot receive the credit for that question. Timing When all the directions have been read and the questions answered, say, in clear voice, Turn the page and begin and start timing. At the end of the time, say Stop, please put down your pencils Timings for Each battery: Verbal Reasoning Numerical Ability Abstract Reasoning Clerical Speed & Accuracy Part-II (The timing for speed test must extremely accurate to the second) 30 mins 30 mins 25 mins 03 mins

Mechanical Reasoning Space Relations Spellings Language Usage Subsequent Tests and Collection of Material

30 mins 25 mins 10 mins 25 mins

When one test has been completed, tell the students to turn the directions page for next test to be given in the booklet. At the close of each testing session, all answer sheets and booklets are to be collected. Testing Log Immediately following each testing session, the examiner should prepare a memorandum, giving pertinent information, such as group tested, room, date, proctors, timing, and any deviation from regular procedures and further information, this might help in interpreting the test results. A good practice is to provide each examiner with a form, which make this recording convenient.

SCORING PROCEDURE All answer either sheets designed for use with DATs can be scored by hand or machine. If answer sheets are scored by hand, they must be scored with the aid of key design for the form administered and for the type of answer sheet utilized. The score for each test is the number of right answers, there is no correction for guessing. The maximum possible raw scores for each test are given belowVerbal Reasoning Numerical Ability Abstract Reasoning Clerical Speed & Accuracy Mechanical Reasoning 50 40 50 100 70

Space Relations Spellings Language Usage HAND SCORING

60 100 60

When scoring is done by hand, it is necessary first to inspect the answer sheet to determine whether the student marked two or more choices for any item. If two or more choices have been marked, that item should be omitted from scoring. The most efficient way to handle these multiple marked items is by drawing a horizontal red Line through all of the multiple responses to the item. When the scorer places the key over the answer sheet the red marks will show through, and those items are then easily omitted from the count. The scorer should make sure that the form marked by the student on the answer sheet agrees with that printed on the scoring key used. The key must be correctly placed over the answer sheets and the scores record in appropriate places.

PSYCHOMETRIC PROPERTIES OF DAT RELIABILITY Reliability is an important characteristic of any test, and it is critical for the test design in individual guidance. One of the aims in constructing DAT was accordingly to secure scores as reliable as possible without exceeding limits of testing time. The appropriate way of determining the reliability is through alternate form of test. VALIDITY The DAT were designed for practical application in counseling, selection and placement. Tests used in such situations must have technically satisfactory norms and level of reliability, be easy to administer and straight forwarding format. In addition to these requirements, however, a test instrument can be practical value only as far as it has been shown to be valid in application.

DISADVANTAGES OF DAT Each such test has been developed singly and no matter how sound the individual standardization, the relationship of the test to each other has left much to be desired statistically and in term of practical interpretation. The separate tests in the team may have be developed for particular purposes e.g. guidance, employment or particular level e.g. school, adult or particular ranges of talent and therefore may not be best adapted for use within the range of age or schooling of those to be tested. As a practical matter, the formats, the administrative procedures, the use of answer sheets, the time limits etc. frequently are not optimum in assembled batteries.

CURRENT ADMINISTRATION The DAT was administered on a female of 20 years of age. The test consisted of eight batteries, verbal reasoning, numeric ability, abstract reasoning, clerical and speed accuracy, mechanical reasoning, space relations, spellings and language usage. The timings for each battery are given below. NAME OF BATTERY Verbal Reasoning Numerical Ability Abstract Reasoning Clerical Speed & Accuracy TIME ALLOTED 30 mins 30 mins 25 mins 03 mins

Part-II (The timing for speed test must extremely accurate to the second) Mechanical Reasoning 30 mins Space Relations Spellings Language Usage 25 mins 10 mins 25 mins

The test was administered in a class setting. Subject was seated comfortably on the chair. The room was well ventilated and well lighted. The above instructions were given to the subject before she started the test.

MAXIMUM POSSIBLE RAW SCORE FOR EACH BATTERY NAME OF BATTERY Verbal Reasoning Numerical Ability Abstract Reasoning Clerical Speed & Accuracy Mechanical Reasoning Space Relations Spellings Language Usage MAXIMUM RAW SCORE 50 40 50 100 70 60 100 60

PERCENTILE NORMS FOR FORMS S AND T

PARTICULARS OF THE SUBJECT Name: A. B. C Age: 20 Sex: Female Education: M.Sc. in progress Marital status: Single

INTERPRETATION SCORES AND THEIR REPECTIVE PERCENTILE OBTAINED BY THE SUBJECT IN EACH BATTERY BATTERY NAME Verbal Reasoning Numeric Ability Abstract Reasoning Clerical Speed & Accuracy Mechanical Reasoning Space Relations Spellings Language Usage SCORE OBTAINED 25 33 46 50 46 31 86 31 RESPECTIVE PERCENTILE 35 85 95 80 30 55 60 25

The subject has scored higher than average in 4 of the 8 batteries i.e. numeric ability, abstract reasoning, mechanical reasoning and spellings while she has low scored in the other 4 batteries that are verbal reasoning, clerical speed and accuracy, space relations and language usage. This shows that the subject can perform better in the areas including mathematics, physics, chemistry, statistics , mechanical repair work or computer programming and is appropriate for services in physical and mechanical sciences ; the detailed account of the batteries as scored by the subject is given below:

Verbal reasoning Ability The percentile scores in verbal reasoning of the subject (35) shows below average ability and cannot perform jobs related to written and oral communication. Numeric Ability The percentile score of 85 indicates that she is suitable for jobs related to subjects such as mathematics, physics, chemistry and statistics. Abstract Reasoning Ability The abstract reasoning of the subject seems to be very high and is suitable person for jobs including mechanical repair work or computer programming. Clerical Speed and Accuracy The subject is poor at clerical speed and accuracy and has a percentile of 30. She would not be suitable for jobs having paper work or file checking. Mechanical Reasoning The percentile score of 80 in mechanical ability indicate that the subject is appropriate for services in physical and mechanical sciences. Space Relations A percentile score of 55 points indicate that the person is able to work in art or design courses. Spelling Ability The subject has achieved above average score on spelling ability which indicates her upcoming success in writing shorthand and learning typing and can use this ability in school and office too. Language Usage

The subject has scored 25 percentile points in language usage, which indicates that she is very poor at using language accurately.

PERCENTILE CHART

REFERENCES http://referenceandeducationarticleblog.net/reference-education/seeing-how-youperformed-on-the-dat-test