Beruflich Dokumente
Kultur Dokumente
general,
critical &
graduate
TEST BATTERY
technical manual
c
ONTENTS
1
6
THEORETICAL OVERVIEW
ADMINISTRATION INSTRUCTIONS
REFERENCES
2
LIST OF TABLES 3
1 GRT2 STANDARDISATION SAMPLES
2 GENDER DIFFERENCES ON GRT2
3 CORRELATIONS BETWEEN GRT2 AND AGE
4 GENDER DIFFERENCES ON GRT1
5 RELATIONSHIP BETWEEN AGE AND GRT1
6 GENDER DIFFERENCES ON CRTB
7 RELATIONSHIP BETWEEN AGE AND CRTB
8 COEFFICIENT ALPHA FOR GRT2 SUB-SCALES
9 COEFFICIENT ALPHA FOR GRT1 SUB-SCALES
10 TEST-RETEST RELIABILITY ESTIMATES FOR GRT1
11 COEFFICIENT ALPHA FOR CRTB SUB-SCALES
12 DIFFERENCES BETWEEN COMPUTER VS CONVENTIONAL METHODS OF TEST
ADMINISTRATION
13 CORRELATIONS BETWEEN THE GRT1 SUB-SCALES
14 CORRELATIONS BETWEEN THE GRT2 SUB-SCALES
15 CORRELATIONS BETWEEN CRTB VERBAL & NUMERICAL
16 CORRELATIONS BETWEEN THE GRT1 AND AH5 SUB-SCALES
17 CORRELATIONS BETWEEN THE GRT2 AND AH3 SUB-SCALES
18 CORRELATIONS OF GRT2 WITH TECHNICAL TEST BATTERY
19 CORRELATIONS OF GRT2 WITH CLERICAL TEST BATTERY
20 CORRELATIONS BETWEEN THE EXPERIMENTAL VERSIONS OF THE VCR1 & NCR1
AND THE VERBAL NUMERICAL SUB-SCALE OF THE AH5
21 CORRELATIONS BETWEEN VCR1 & NCR1 AND AH5 VERBAL/NUMERICAL
22 CORRELATIONS BETWEEN VCR1 & NCR1 AND WGCTA
23 CORRELATIONS BETWEEN VCR1 & NCR1 AND MAB (N=154)
24 CORRELATIONS WITH GRT2 AND JOB PERFORMANCE IN AN INSURANCE SETTING
25 CORRELATIONS WITH GRT2 AND PERFORMANCE CRITERIA IN BANKING
26 CORRELATIONS BETWEEN GRT2 & SERVICE ENGINEER PERFORMANCE
27 CORRELATIONS BETWEEN GRT2 & PRINTER PERFORMANCE CRITERIA (N=70)
28 CORRELATIONS BETWEEN GRT2 & PROFICIENCY CRITERIA
29 CORRELATIONS BETWEEN GRT2 & SUCCESSFUL APPLICANT FOR COMPONENT
COURSE
4
1
THEORETICAL
OVERVIEW
A major reason for using psychomet-
ric tests to aid selection decisions is
that they provide information that
cannot be obtained easily in other
ways. If such tests are not used then
what we know about the applicant is
limited to the information that can
be gleaned from an application form
or CV, an interview and references. If
1
2
THE ROLE OF PSYCHOMETRIC TESTS
IN PERSONNEL SELECTION AND
ASSESSMENT
4
INTRODUCTION
STANDARDISATION
METHOD EFFECTS
5 VALIDITY
8 CRITERION-RELATED VALIDITY
bs INTRODUCTION
GRT2 AGE
VR2 .11
NR2 .10
AR2 -.37
GRT1 AGE
VR1 -.00
NR1 -.05
AR1 -.27
CRTB F M t-value df p F M
CRTB AGE
VRC1 .03
NRC1 .18
GRT1 r
CRTB r
Table 12: Differences between Computer vs. Conventional Methods of Test Administration
cs VALIDITY
Whereas reliability assess the degree know that the results are reliable and
of measurement error of a reasoning that the test is measuring the apti-
test, that is to say the extent to which tude it is supposed to be measuring.
the test is consistently measuring one Thus after we have examined a test’s
underling ability or aptitude, validity reliability we need to address the
addresses the question of whether or issue of validity. We traditionally
not the scale is measuring the char- examine the reliability of a test
acteristic it was developed to before we explore its validity as reli-
measure. This is clearly of key ability sets the lower bound of a
importance when using a reasoning scale’s validity. That is to say a test
test for assessment and selection cannot be more valid than it is reli-
purposes. In order for the test to be a able.
useful aid to selection we need to
Abstract (AR1) _
Abstract (AR2) _
Numerical .352 1
CRTB AH5
VRC1 .60
NRC1 .51
Verbal .38
Numerical .38
Table 26: Pearson Product Table 27: Correlations Between GRT2 & Printer Performance
Moment correlations between Criteria (N=70)
GRT2 & Service Engineer
Performance
ds
FINANCIAL SALES TRAINING APPLICANTS FOR
CONSULTANTS CAR COMPONENT TRAINING
A sample of 100 trainee Financial COURSE
Consultants from a major financial A large training company used the
services group completed the GRT2 General Reasoning Test to investi-
as part of a validation study. Table gate the ability profiles of success-
28 details the correlations between ful/non-successful applicants for
GRT2 and end of year examinations. training on a car components assem-
The results indicate that the bly task. The criterion of success
Numerical (NR2) appears to be the used was only in part determined by
best predictor of examination perfor- training outcomes, with other factors
mance with correlations (up to .46), also played a part, such as perceived
although the Abstract (AR2) also attitude, temperament etc. A sample
registers some highly notable corre- of 150 applicants was used for the
lations (up to .44). Only the Verbal study.
(VR2) fails to relate to any of the Both the Verbal (VR2) and
examination results which is perhaps Abstract (AR2) register moderate
somewhat unexpected. correlations with success on the
programme. The numerical fails to
relate with this criterion (see Table
29).
Financial Planning Certificate Result .13 .44 .42 Table 29: Correlations between
OPP & Successful Applicant for
Table 28: Correlations between GRT2 & Proficiency Criteria Component Course
5
ADMINISTRATION
INSTRUCTIONS
● CRTB Administration Instructions
The instructions below should be read out verbatim and the same script
should be followed each time the CRTB is administered to one or more
candidates. Instructions for the administrator are printed in ordinary type.
Instructions designed to be read aloud to candidates are a larger typeface
with speech marks.
Then ask:
Walk around the room to check that the instructions are being followed.
Remembering to read slowly and clearly, go to the front of the group and say:
While the candidates are doing the examples, walk around the room to check
that everyone is clear about how to fill in the answer sheet. Make sure that
no-one is looking at the actual test items during the example session. When
all have finished (allow a maximum of two and a half minutes) give the
answers as follows:
em
‘The correct response to Example 1 is Probably False.
It is not explicitly stated within the text that voters are
concerned about the economy.
Answer only questions relating to procedure at this stage, but enter in the
Administrator’s Test Record any other problems which occur. Walk around
the room at appropriate intervals to check for potential problems.
NB: If this is the final test to be used in this battery, instead of the above
line, please turn to the instructions in the Ending Test Session box on page
45 of this document
en
You should intervene if candidates continue after this point.
Then say:
‘We are now ready to start the next test. Has everybody still
got two sharpened pencils, an eraser and some unused
rough paper?’
Then say:
If you have any questions please ask now, as you will not be
able to ask questions once the test has started.’
Answer only questions relating to procedure at this stage, but enter in the
Administrator’s Test Record any other problems which occur. Walk around
the room at appropriate intervals to check for potential problems.
Say:
Then say:
The instructions below should be read out verbatim and the same script
should be followed each time the GRT1 is administered to one or more
candidates. Instructions for the administrator are printed in ordinary type.
Instructions designed to be read aloud to candidates are a larger typeface
with speech marks.
Then ask:
‘Print your surname, first name and title clearly on the line
provided and indicate your title, sex and age by ticking the
appropriate boxes. Please insert today’s date which is [ ]’
er
Walk around the room to check that the instructions are being followed.
Remembering to read slowly and clearly, go to the front of the group and say:
Indicate section
While the candidates are doing the examples, walk around the room to check
that everyone is clear about how to fill in the answer sheet. Make sure that
nobody is looking at the actual test items during the example session. When
all have finished (allow a maximum of two minutes) give the answers as
follows:
‘REMEMBER:
If you reach the end before time is called you may review
your answers if you wish.
If you have any questions please ask now, as you will not be
able to ask questions once the test has started.’
Answer only questions relating to procedure at this stage, but enter in the
Administrator’s Test Record any other problems which occur. Walk around
the room at appropriate intervals to check for potential problems.
NB: If this is the final test to be used in this battery, instead of the above line,
please turn to the instructions in the Ending Test Session box on page 52 of
this document. If you are skipping a test, please find the appropriate test
bookmark for your next test in the margin of the page and replace the above
line as necessary.
Then say:
‘We are now ready to start the next test. Has everyone still
got two sharpened pencils, an eraser, some unused rough
paper?’
If not, rectify, then say:
et
‘The next test follows on the same answer sheet, please
locate the section now.’
Indicate section
You now have a chance to complete the four example questions on Page 13
in order to make sure that you understand the test. Please attempt the
example questions now, marking your answers in the example boxes.
Indicate section
While the candidates are doing the examples, walk around the room to check
that everyone is clear about how to fill in the answer sheet. Make sure that
nobody is looking at the actual test items during the example session. When
all have finished (allow a maximum of two minutes) give the answers as
follows:
If you reach the end before time is called you may review
your answers to the numerical test if you wish, but do not
go back to the verbal test.
If you have any questions please ask now, as you will not be
able to ask questions once the test has started.’
Answer only questions relating to procedure at this stage, but enter in the
Administrator’s Test Record any other problems which occur. Walk around
the room at appropriate intervals to check for potential problems.
NB: If this is the final test to be used in this battery, instead of the above line,
please turn to the instructions in the Ending Test Session box on page 52 of
this document. If you are skipping a test, please find the appropriate test
bookmark for your next test in the margin of the page and replace the above
line as necessary.
‘We are now ready to start the next test. Has everyone still
got two sharpened pencils, an eraser, some unused rough
paper?’
If not, rectify, then say:
fl
‘The next test follows on the same answer sheet, please
locate the section now.’
Indicate section
‘In this test you will have to work out the relationship
between abstract shapes and patterns.
Each question has six possible answers. One and only one is
correct in each case. Mark your answer by filling in the
appropriate box that corresponds to your chosen answer on
your answer sheet. You now have a chance to complete the
three example questions on Page 21 in order to make sure
that you understand the test.
Indicate section
While the candidates are doing the examples, walk around the room to check
that everyone is clear about how to fill in the answer sheet. Make sure that
nobody is looking at the actual test items during the example session. When
all have finished, (allow a maximum of two minutes) give the answers as
follows:
If you reach the end before time is called, you may review
your answers to the abstract test, but do not go back to the
previous tests.
If you have any questions please ask now, as you will not be
able to ask questions once the test has started.’
Answer only questions relating to procedure at this stage, but enter in the
Administrator’s Test Record any other problems which occur. Walk around
the room at appropriate intervals to check for potential problems.
Say:
Then say:
The instructions below should be read out verbatim and the same script
should be followed each time the GRT2 is administered to one or more
candidates. Instructions for the administrator are printed in ordinary type.
Instructions designed to be read aloud to candidates are a larger typeface
with speech marks.
Then ask:
‘Print your surname, first name and title clearly on the line
provided and indicate your title, sex and age by ticking the
appropriate boxes. Please insert today’s date which is [ ].’
fo
Walk around the room to check that the instructions are being followed.
Remembering to read slowly and clearly, go to the front of the group and say:
Indicate section
While the candidates are doing the examples, walk around the room to check
that everyone is clear about how to fill in the answer sheet. Make sure that
nobody is looking at the actual test items during the example session. When
all have finished (allow a maximum of two minutes) give the answers as
follows:
If you reach the end before time is called you may review
your answers if you wish.
If you have any questions please ask now, as you will not be
able to ask questions once the test has started.’
Answer only questions relating to procedure at this stage, but enter in the
Administrator’s Test Record any other problems which occur. Walk around
the room at appropriate intervals to check for potential problems.
NB: If this is the final test to be used in this battery, instead of the above line,
please turn to the instructions in the Ending Test Session box on page 59 of
this document. If you are skipping a test, please find the appropriate test
bookmark for your next test in the margin of the page and replace the above
line as necessary.
Then say:
‘We are now ready to start the next test. Has everyone still
got two sharpened pencils, an eraser, some unused rough
paper?’
fq If not, rectify, then say:
Indicate section
You now have a chance to complete the four example questions on Page 13
in order to make sure that you understand the test. Please attempt the
example questions now, marking your answers in the example boxes.
Indicate section
While the candidates are doing the examples, walk around the room to check
that everyone is clear about how to fill in the answer sheet. Make sure that
nobody is looking at the actual test items during the example session. When
all have finished (allow a maximum of two minutes) give the answers as
follows:
If you reach the end before time is called you may review
your answers to the numerical test if you wish, but do not
go back to the verbal test.
If you have any questions please ask now, as you will not be
able to ask questions once the test has started.’
Answer only questions relating to procedure at this stage, but enter in the
Administrator’s Test Record any other problems which occur. Walk around
the room at appropriate intervals to check for potential problems.
NB: If this is the final test to be used in this battery, instead of the above line,
please turn to the instructions in the Ending Test Session box on page 59 of
this document. If you are skipping a test, please find the appropriate test
bookmark for your next test in the margin of the page and replace the above
line as necessary.
Then say:
‘We are now ready to start the next test. Has everyone still
got two sharpened pencils, an eraser, some unused rough
paper?’
fs If not, rectify, then say:
Indicate section
‘In this test you will have to work out the relationship
between shapes and figures.
Each question has six possible answers. One and only one is
correct in each case. Mark your answer by filling in the
appropriate box that corresponds to your chosen answer on
your answer sheet. You now have a chance to complete the
three example questions on Page 21 in order to make sure
that you understand the test.
Indicate section
While the candidates are doing the examples, walk around the room to check
that everyone is clear about how to fill in the answer sheet. Make sure that
nobody is looking at the actual test items during the example session. When
all have finished, (allow a maximum of two minutes) give the answers as
follows:
If you reach the end before time is called, you may review
your answers to the abstract test, but do not go back to the
previous tests.
If you have any questions please ask now, as you will not be
able to ask questions once the test has started.’
Answer only questions relating to procedure at this stage, but enter in the
Administrator’s Test Record any other problems which occur. Walk around
the room at appropriate intervals to check for potential problems.
Say:
Then say:
Heim, A.H. (1970). Intelligence and Terman, L.M. et. al., (1917). The
Personality. Harmondsworth, Stanford Revision of the Binet-Simon
Middlesex: Penguin. scale for measuring intelligence.
Baltimore: Warwick and York.
Heim, A.H., Watt, K.P. and
Simmonds, V. (1974). AH2/AH3 Watson & Glaser (1980) Manual for
Group Tests of General Reasoning; the Watson-Glaser Critical Thinking
Manual. Windsor: NFER Nelson. Appraisal Harcourt Brace
Jovanovich: New York
Jackson D.N. (1987) User’s Manual
for the Multidimensional Aptitude Yerkes, R.M. (1921). Psychological
Battery London, Ontario: Research examining in the United States army.
Psychologists Press. Memoirs of the National Academy of
Sciences, 15.
Johnson, C., Blinkhorn, S., Wood, R.
and Hall, J. (1989). Modern
Occupational Skills Tests: User’s
Guide. Windsor: NFER-Nelson.
INTERNATIONAL
general,
critical &
graduate
TEST BATTERY
administration
instructions
2 GRT1 ADMINISTRATION
instructions INSTRUCTIONS
BEFORE STARTING THE QUESTIONNAIRE
The instructions below should be read out verbatim and the same script
should be followed each time the GRT1 is administered to one or more
candidates. Instructions for the administrator are printed in ordinary type.
Instructions designed to be read aloud to candidates are a larger typeface
with speech marks.
Then ask:
‘Print your surname, first name and title clearly on the line
provided and indicate your title, sex and age by ticking the
appropriate boxes. Please insert today’s date which is [ ]’
3
instructions
Walk around the room to check that the instructions are being followed.
Remembering to read slowly and clearly, go to the front of the group and say:
Indicate section
While the candidates are doing the examples, walk around the room to check
that everyone is clear about how to fill in the answer sheet. Make sure that
nobody is looking at the actual test items during the example session. When
all have finished (allow a maximum of two minutes) give the answers as
follows:
‘REMEMBER:
If you reach the end before time is called you may review
your answers if you wish.
If you have any questions please ask now, as you will not be
able to ask questions once the test has started.’
Answer only questions relating to procedure at this stage, but enter in the
Administrator’s Test Record any other problems which occur. Walk around
the room at appropriate intervals to check for potential problems.
NB: If this is the final test to be used in this battery, instead of the above line,
please turn to the instructions in the Ending Test Session box on page 14 of
this document. If you are skipping a test, please find the appropriate test
bookmark for your next test in the margin of the page and replace the above
line as necessary.
‘We are now ready to start the next test. Has everyone still
got two sharpened pencils, an eraser, some unused rough
paper?’
5
instructions
If not, rectify, then say:
Indicate section
You now have a chance to complete the four example questions on Page 13
in order to make sure that you understand the test. Please attempt the
example questions now, marking your answers in the example boxes.
Indicate section
While the candidates are doing the examples, walk around the room to check
that everyone is clear about how to fill in the answer sheet. Make sure that
nobody is looking at the actual test items during the example session. When
all have finished (allow a maximum of two minutes) give the answers as
follows:
If you reach the end before time is called you may review
your answers to the numerical test if you wish, but do not
go back to the verbal test.
If you have any questions please ask now, as you will not be
able to ask questions once the test has started.’
Answer only questions relating to procedure at this stage, but enter in the
Administrator’s Test Record any other problems which occur. Walk around
the room at appropriate intervals to check for potential problems.
NB: If this is the final test to be used in this battery, instead of the above line,
please turn to the instructions in the Ending Test Session box on the final
page of this document. If you are skipping a test, please find the appropriate
test bookmark for your next test in the margin of the page and replace the
above line as necessary.
‘We are now ready to start the next test. Has everyone still
got two sharpened pencils, an eraser, some unused rough
paper?’
7
instructions
Indicate section
‘In this test you will have to work out the relationship
between abstract shapes and patterns.
Each question has six possible answers. One and only one is
correct in each case. Mark your answer by filling in the
appropriate box that corresponds to your chosen answer on
your answer sheet. You now have a chance to complete the
three example questions on Page 21 in order to make sure
that you understand the test.
Indicate section
While the candidates are doing the examples, walk around the room to check
that everyone is clear about how to fill in the answer sheet. Make sure that
nobody is looking at the actual test items during the example session. When
all have finished, (allow a maximum of two minutes) give the answers as
follows:
If you reach the end before time is called, you may review
your answers to the abstract test, but do not go back to the
previous tests.
If you have any questions please ask now, as you will not be
able to ask questions once the test has started.’
Answer only questions relating to procedure at this stage, but enter in the
Administrator’s Test Record any other problems which occur. Walk around
the room at appropriate intervals to check for potential problems.
Say:
Then say:
The instructions below should be read out verbatim and the same script
should be followed each time the GRT2 is administered to one or more
candidates. Instructions for the administrator are printed in ordinary type.
Instructions designed to be read aloud to candidates are a larger typeface
with speech marks.
Then ask:
‘Print your surname, first name and title clearly on the line
provided and indicate your title, sex and age by ticking the
appropriate boxes. Please insert today’s date which is [ ].’
16
instructions
Walk around the room to check that the instructions are being followed.
Remembering to read slowly and clearly, go to the front of the group and say:
Indicate section
While the candidates are doing the examples, walk around the room to check
that everyone is clear about how to fill in the answer sheet. Make sure that
nobody is looking at the actual test items during the example session. When
all have finished (allow a maximum of two minutes) give the answers as
follows:
Then say:
‘REMEMBER:
If you reach the end before time is called you may review
your answers if you wish.
If you have any questions please ask now, as you will not be
able to ask questions once the test has started.’
Answer only questions relating to procedure at this stage, but enter in the
Administrator’s Test Record any other problems which occur. Walk around
the room at appropriate intervals to check for potential problems.
NB: If this is the final test to be used in this battery, instead of the above line,
please turn to the instructions in the Ending Test Session box on page 21 of
this document. If you are skipping a test, please find the appropriate test
bookmark for your next test in the margin of the page and replace the above
line as necessary.
Then say:
‘We are now ready to start the next test. Has everyone still
got two sharpened pencils, an eraser, some unused rough
paper?’
18
instructions
Indicate section
You now have a chance to complete the four example questions on Page 13
in order to make sure that you understand the test. Please attempt the
example questions now, marking your answers in the example boxes.
Indicate section
While the candidates are doing the examples, walk around the room to check
that everyone is clear about how to fill in the answer sheet. Make sure that
nobody is looking at the actual test items during the example session. When
all have finished (allow a maximum of two minutes) give the answers as
follows:
Then say:
If you reach the end before time is called you may review
your answers to the numerical test if you wish, but do not
go back to the verbal test.
If you have any questions please ask now, as you will not be
able to ask questions once the test has started.’
Answer only questions relating to procedure at this stage, but enter in the
Administrator’s Test Record any other problems which occur. Walk around
the room at appropriate intervals to check for potential problems.
NB: If this is the final test to be used in this battery, instead of the above line,
please turn to the instructions in the Ending Test Session box on page 21 of
this document. If you are skipping a test, please find the appropriate test
bookmark for your next test in the margin of the page and replace the above
line as necessary.
Then say:
‘We are now ready to start the next test. Has everyone still
got two sharpened pencils, an eraser, some unused rough
paper?’
20
instructions
Indicate section
‘In this test you will have to work out the relationship
between shapes and figures.
Each question has six possible answers. One and only one is
correct in each case. Mark your answer by filling in the
appropriate box that corresponds to your chosen answer on
your answer sheet. You now have a chance to complete the
three example questions on Page 21 in order to make sure
that you understand the test.
Indicate section
While the candidates are doing the examples, walk around the room to check
that everyone is clear about how to fill in the answer sheet. Make sure that
nobody is looking at the actual test items during the example session. When
all have finished, (allow a maximum of two minutes) give the answers as
follows:
Then say:
If you reach the end before time is called, you may review
your answers to the abstract test, but do not go back to the
previous tests.
If you have any questions please ask now, as you will not be
able to ask questions once the test has started.’
Answer only questions relating to procedure at this stage, but enter in the
Administrator’s Test Record any other problems which occur. Walk around
the room at appropriate intervals to check for potential problems.
Say:
Then say: