Combined Aptitude and Knowledge Tests
Tests that assess learned skills or knowledge are frequently called achievement tests. However, certain tests can assess both types of constructs. An example that leans both ways is the Armed Services Vocational Aptitude Battery (ASVAB), which is given to recruits entering the armed forces of the United States. Another is the SAT, which is designed as a test of aptitude for college in the United States, but has achievement elements. For example, it tests mathematical reasoning, which depends both on innate mathematical ability and education received in mathematics.
Aptitude tests can typically be grouped according to the type of cognitive ability they measure:
1. Fluid Intelligence
Fluid intelligence is the ability to think and reason abstractly, effectively solve problems and think strategically. It’s more commonly known as ‘street smarts’ or the ability to ‘quickly think on your feet’. Examples of what employers can learn from your fluid intelligence about your suitability for the role you are applying:
2. Crystallised Intelligence
Crystallised intelligence is the ability to learn from past experiences and relevant learning, and to apply this learning to work-related situation. Work situations that require crystallised intelligence include producing and analysing written reports, comprehending work instructions, using numbers as a tool to make effective decisions, etc
Read more about this topic: Aptitude
Famous quotes containing the words combined, knowledge and/or tests:
“We are all aware that speech, like chemistry, has a structure. There is a limited set of elements—vowels and consonants—and these are combined to produce words which, in turn, compound into sentences.”
—Roger Brown (b. 1925)
“There is evidence that all too many people are approaching parenthood with a dangerous lack of knowledge and skill. The result is that many children are losing out on what ought to be an undeniable right—the right to have parents who know how to be good parents, parents skilled in the art of “parenting.””
—T. H. Bell (20th century)
“It is not the literal past that rules us, save, possibly, in a biological sense. It is images of the past.... Each new historical era mirrors itself in the picture and active mythology of its past or of a past borrowed from other cultures. It tests its sense of identity, of regress or new achievement against that past.”
—George Steiner (b. 1929)