Abstract
This report presents the application and assessment of Psychological Test - Differential
Aptitude Tests of the client - FA - by the group of students of psychology with the purpose of
learning to apply psychological tests on the clients for future. The results were conducted
carefully using the manual provided by the head of the project and the data of the client was
not disclosed to anyone other than the reporting group. The test results were assessed
carefully in order to provide correct results about the client as much as possible
1
Differential Aptitude Tests
(DATs)
Name of Test
Differential Aptitude Tests
Author
George K. Bennett, Harold G. Seashore, Alexander G. Wesman.
Date of Publication
1947
Type of Test
Objective test
Total Time
2 hours and 58 minutes
Name of Participant
F. A.
Age
20 years
Gender
Female
2
Introduction
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 counselling, 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.
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 a meaningful source readily
interpretable by informed Counsellors and Teachers. The most important goal was to satisfy
the needs of Counsellors and others who must make practical applications of test scores. The
Differential Aptitude Tests, or DAT for short, are a battery of tests designed to assess the
levels of a number of cognitive abilities and aptitudes. Measuring these cognitive abilities can
give an indication of an individual's aptitudes across a wide range of occupations.
3
Batteries Of DAT
- Verbal Reasoning
- Numerical Ability
- Abstract Reasoning
- Clerical Speed and Accuracy
- Mechanical Reasoning Space Relations
- Spelling
- Language Usage
Verbal Reasoning
Verbal reasoning test evaluates one’s ability to reason with words, to understand and use
concepts expressed in words. It can predict academic performance as well as success in a
range of industries such as business, law, education, media and science.
Numerical Ability
Numerical ability test evaluates one’s ability to reason with numbers, to deal intelligently
with quantitative materials and ideas. It can predict one’s performance in school work but
especially for such fields as mathematics, chemistry, physics, and engineering. It is useful to
predict one’s potential for many jobs such as engineer, laboratory technician, statistician,
shipping clerk, carpenter, navigator, etc.
Abstract Reasoning
Abstract reasoning test predicts a non-verbal, non-numerical measure of reasoning power.
It measures one’s ability to see relationships among things or objects, patterns, diagrams, or
designs rather than among words and numbers. It is useful to predict one’s potential for
different fields like shop, drafting, and laboratory work also in mathematics, in electrical or
mechanical trouble-shooting, in computer programming etc.
4
Clerical Speed And Accuracy
Clerical speed and accuracy test evaluates one’s quickness and accuracy in perceiving and
marking simple letter and number combinations. It predicts one’s potential for paper work in
school, and in offices, laboratories, stores, warehouses, or wherever records are made or filed
or checked.
Mechanical Reasoning
Mechanical reasoning test evaluates one’s comprehension of mechanical principles and
devices, and of the laws of everyday physics. It predicts one’s potential for many fields like
physical sciences, technical studies, manual training shop, mechanical repair work and a wide
variety of factory and engineering jobs.
Space Relations
Space Relations test measures one’s ability to visualize, to "think in three dimensions" or
picture mentally the shape, size, and position of objects when shown only a picture or pattern.
It predicts one’s potential for fields like drafting, shop courses, some kinds of mathematics,
and some art or design courses, carpentering, architecture, machinery, engineering, dentistry,
dress designing, and other works that require visualising solid forms or spaces.
Spelling
Spelling test measures the ease and speed with which one can spell common English
words. It can predict one’s potentials for fields like tutoring, journalism, data entry,
transcribing, proofreading, editing etc.
Language Usage
Language usage test provides a measure of how well one can distinguish between correct
and improper grammar, punctuation, and capitalization. It can predict grades in most high
5
school and college courses and one’s potential for careers like writing, teaching, journalism,
customer service representative, translators etc.
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 test was
revised and re-standardized in 1962 and again in 1972. The 1962 revision of the 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 the abilities to be measured should be tested separately. While it is
intended that the whole battery be given for educational and vocational counselling, only part
of the 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 person's particular ability is usually to discover the level at
which he/she 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 a skilled
clerk, but not necessarily a mathematician. For most purposes to which test results contribute,
the evaluation of an individual's power in the particular ability or skills is of primary concern.
6
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.
The Norms Should Be Adequate
The Norms are presented separately for boys and girls, to reflect sex differences, which
appear in some abilities measured by tests.
The Test 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 years to accommodate changing needs.
The Tests Should Be Easy To Administer
The basic directions for taking each test are printed in 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 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.
Administration
Steps In Administering 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.
7
Before each test, state in a 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 hand to meet any emergencies before the clerical speed and
accuracy test. 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 student has
both answer sheets before distributing the booklets and make the following announcements:
“Do not open your booklet until I tell you to do so”.
The examiner should have a copy of the test booklet and answer sheet. Examiner should
give following instructions to the students at the very beginning of test:
“On the line beginning with the name at the top of the answer sheet, write your name, last
name first. Then fill in today's date”
“Be sure to make a heavy black mark filling the entire circle. Don't 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 reads them silently. Each student must understand what he/she is to do before
8
beginning 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 a 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:
Battery Name Timing
Verbal Reasoning 30 minutes
Numerical Ability 30 minutes
Abstract Reasoning 25 minutes
Clerical Speed and Accuracy 03 minutes
Mechanical Reasoning 30 minutes
Space Relations 25 minutes
Spellings 10 minutes
Language Usage 25 minutes
9
Subsequent Tests and Collection of Material
When one test has been completed, tell the students to turn the directions page for the next
test to be given in the booklet. At the end 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, 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 makes this recording
convenient.
Scoring Procedure
All answers 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 a key designed 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.
Hand Scoring
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.
10
The scorer should make sure that the form marked by the student on the answer sheet
agrees with that printed scoring key being used. The key must be correctly placed over the
answer sheets and the scores record in appropriate places respectively.
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 an alternate form of test.
Validity
The DAT was designed for practical application in counselling, selection and placement.
Tests used in such situations must have technically satisfactory norms and level of reliability,
be easy to administer and a straightforward format. In addition to these requirements,
however, a test instrument can be of practical value only as far as it has been shown to be
valid in application.
Current Administration and Scoring
Administration
write a brief introduction of your client and then mention how the test was administered,
and what instructions were provided?
Behavioural Observation
What behaviours have you observed in your client while administering the test? e,g; The
client was a well dressed girl with a normal physique. She was focused most of the time and
put her pencil down everytime she was told to.
11
Scoring
Maximum Possible Raw Score For Each Battery
The maximum possible raw scores that an individual can achieve in DAT are given below;
Battery Name Possible Raw Scores
Percentiles, Stanines And Rating
When a student takes a test the results produced are raw scores, these scores have very
little meaning unless you know how this score relates to the total possible score. Therefore,
percentiles and stanines are used to give meaning to these raw scores. A percentile score
indicates the percentage of candidates who fall below a particular raw score; for example if a
student score falls at the 90th percentile, it means their score is better than 90% of the
students upon which norms are based (not their fellow classmates), or they are in the top 10%
of students. Stanine scores are an alternative way of measuring a student’s comparative
ability in a particular area. Percentile scores can be used in conjunction with stanine scores as
outlined.
Percentiles Stanines Rating
96 - 99 9
89 - 95 8 HIGH
77 - 88 7
60 - 76 6
41 - 59 5 AVERAGE
24 - 40 4
12 - 23 3
12
5 - 11 2 LOW
1-4 1
Interpretation
The test analysis was interpreted quantitatively and qualitatively.
Quantitative Analysis
Scores and the respective percentile, stanine and rating obtained by the subject in each
battery of the test is presented in the following table;
Battery Name Scores Respective Respective Respective
Obtained
Percentile Stanine Rating
Explain what scores the client has obtained and in which category he/she falls. explain from
highest scored battery to the lowest score. e.g; The subject has scored higher than average in
2 of the 8 batteries - Abstract reasoning and Clerical speed and accuracy while she has
scored average in the other 6 batteries. Also, interpret what these scores indicates?
Qualitative Analysis
interpret the batteries individually. mentioning their raw score and interpretation.
13
Verbal Reasoning Ability
Numerical Ability
Abstract Reasoning Ability
Clerical Speed And Accuracy
Mechanical Reasoning.
Space Relations
Spelling Ability
Language Usage
Discussion
Discuss the overall performance of the client and what aptitude she is better at or capable
of.
Conclusion
REFERENCES
