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Used in a variety of professional settings including educational and human resources contexts, aptitude and achievement tests can seem similar. Both are standardized assessments that measure performance on specific parameters, and both are frequently administered within group settings such as the workplace or school. The main difference between aptitude and achievement tests is that the latter assesses mastery of a specific lesson or course. For example, standardized achievement tests are issued to students in school to assess learning in specific subjects like reading or mathematics. The achievement test determines whether the student has mastered the material. Achievement tests also serve another purpose, which is to help educators see how an entire class of students has or has not mastered the material. The results of a group of achievement tests can demonstrate what areas of the lesson were challenging to the majority of students, which would help the teacher design better lesson plans or change the approach to the content. Likewise, because achievement tests are issued in a group setting, individual students are assessed according to normative standards instead of absolute standards. This way, differences in teaching style or instructional materials can be tracked from year to year and compared with the differential...
For example, organizations will invest a large amount of money on employee training and development programs. These programs need to be assessed for their value in helping employees master new skills to promote organizational goals. If the entire group scores poorly, then the problem may lie with the instructional design and changes could be made accordingly. As with achievement tests used in a school context, employee achievement tests can also help human resources managers determine which candidates or employees perform at the highest percentile based on a standard normal curve distribution. In school counseling settings as well, achievement tests may measure factual or declarative knowledge, as in a history exam, or may measure mastery of a specific skill set, such as performance in athletics, music, or dance (Ackerman & Lakin, 2018).
Aptitude tests do not measure performance on a specific unit, lesson, or training program. Instead, an aptitude test measures overall performance on general constructs—usually related to some type of cognitive construct of intelligence. An aptitude test is used more for placement, to understand where the individual is at now in terms…
References
Ackerman, P.L. & Lakin, J.M. (2018). Expertise and individual differences. In Handbook of Giftedness in Children, Pp. 65-80.
Hutchinson, B., Niles, S.G. & Trusty, J. (2015). Career development interventions in the schools. https://www.researchgate.net/profile/Brian_Hutchison2/publication/280579365_Career_Development_Interventions_in_the_Schools/links/55bbd46008aec0e5f4419481/Career-Development-Interventions-in-the-Schools.pdf
Metacognition and Academic Achievement in College Students THE RELATIONSHIP BETWEEN METACOGNITION AND ACADEMI Constituent Elements of Metacognition Metacognitive Awareness Inventory Gender differences in metacognitive skills Relationship to Other Concepts Growth of Metacognition Over Time The Relationship between Metacognition and Academic Achievement in College Students It is obvious today those college professors are being faced with classrooms that are full of students who are coming to them with different levels of knowledge in regards to the way they
Assessment Type Developed in the early 20th century, the Stanford-Binet is one of the most commonly used formal assessments measuring cognitive functioning. While it is a general assessment test instrument, the Stanford-Binet is commonly used as a means by which to screen children for exceptionalities in specific types of cognitive functioning. The specific types of cognitive functioning the Stanford-Binet test measures include memory, cognitive, processing, and general intelligence (“When Is the
Vocational Assessments Critiques Stanford-Binet Intelligence Scales, Fifth Edition (SB5) The Stanford-Binet is an individually administered test of intelligence and cognitive abilities for people between the ages of two to 85 years. The SB5 is normed on a stratified random sample of 4,800 people who categorically match the year 2000 United States Census, and the scores have been found to approximate a normal distribution. The SB5 measures the following five factors of cognitive
Furthermore, the ITBS is timed because a student is allowed so much time for each subject, which gives the institution specific days to craft out for their learners to take it without interfering with their studies and the amount of hours needed in the classroom in order to satisfy the education requirements of the state. People in general are able to see where they are at through their ranking
That responsibility is of the school -- to ensure that the adult citizens so needed by contemporary society are produced by the school system -- those individuals being responsible for their views and able to analyze and synergize information so they may "vote intelligently." For Dewey, the central tendency of individuals was to act appropriately to perpetuate the "good and just" society (Tozer, 2008). This of course set the stage
Black-White Achievement Gap As recently as 1998, the press was reporting that African-Americans score lower than European-Americans on vocabulary, reading, and math skills tests in general, as well as on standardized tests claiming to measure scholastic aptitude and intelligence. Although the gap had narrowed somewhat after 1970, the American black child still scored lower than whites, as much as 15% lower. Despite abundant speculation and a wealth of research, no one