Unit 5 Assignment: Aptitude Tests

An aptitude test is used to evaluate an individual’s ability or personality. Aptitude tests
are valuable in the determination of an individual’s future training prospects as well as the
identification of a specific set of skills (Hertel, Naumann, Konradt, & Batinic, 2002). Various
aptitude tests can be used by employers as well as colleges willing to subject potential learners to
tests. The chosen test for this review is an online personality test (Hertel et al., 2002). Online
tests are administered through websites and are conducted like exams where candidates are
expected to complete a set of questions in a specific time frame. Personality questionnaires have
become increasingly common in the 21 st century, and this has made many companies to embrace
personality tests with a view of evaluating the personalities of potential candidates. However,
they are subject to errors.
One possible source of error is the lack of clarity on what constitutes a good personality
test. It is essential to understand what distinguishes a strong personality test from a bad
personality test. Scoring accuracy has been explored for many years. Scoring objective
personality tests require training in the field (Hertel et al., 2002). It is also challenging to
interpret objective personality tests. Scoring errors have been uncovered by various studies in the
past. Standard error measurement has indicated that most personality tests issues via the internet
do not meet the threshold of accuracy. Subjective judgment is required when scoring internet-
based objective tests (Hertel et al., 2002). Numbers can help clarify some issues, but it is difficult
to measure one’s personality in absolute terms. The implication is that the test results should not

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be given too much weight. Test results will always have a margin of error, and this means that
testing has to be done while putting into consideration the margin of error.
The language used in most personality tests is ambiguous. Terms that are used by most
personality tests, including agreeable and anxious, fail to have a precise meaning. Words can
mean different things to different people. The implication is that personality tests often go
beyond the conceptual boundaries into the semantic territory (Hertel et al., 2002). The original
intention of administering the personality test may be lost in the process. There is a need to hire
trained psychologists to interpret the results. Trained psychologists help reduce the error of
interpretation. The error-rate of self-scorers who do not understand the terms that are used in the
results is always high. Psychologists, on the other hand, have a high accuracy rate of scoring
objective personality tests (Simons, Goddard, & Patton, 2002). Most organizations do not hire
trained psychologists, and this results in low levels of accuracy. Interpretation can be a
significant source of error, depending on the person interpreting the results.
Another problem stems from having a clear purpose. Personality is comprehensive, and
this means that personality tests have to address specific issues. However, the lack of a definite
purpose when administering psychological tests can have adverse consequences. Organizations
must define a clear purpose when administering personality tests (Simons, Goddard, & Patton,
2002). A clear purpose aids in ensuring that the personality tests are narrowed down. No single
test can measure all aspects of one’s personality. Overall, some sources of error are likely to be
larger than others owing to the subjective nature of the interpretation of results. The reliance on
people who are not experts to guide and help interpret personality tests can have substantial
adverse effects on the accuracy of results (Simons, Goddard, & Patton, 2002). Also, having a
broad personality test can mean that some critical aspects are not considered. There is a need to

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relook at that existing personality tests and eliminate ambiguity while at the same time narrowing
down the questions.

The Controversy of Standardized Test for College Admission
Most organizations and educational institutions rely on psychological testing. Testing is
used in educational institutions because it is perceived to be essential. Test-optional admissions
have become a controversial issue, with colleges opting to adopt a test-optional admission
system (Roach, 2014). One of the controversies relates to the fact that standardized tests exhibit a
cultural bias againist African Americans and members of other socially disadvantaged groups.
America is a multicultural society. As a result, any bias should be eliminated. Standardized tests
may fail to predict the performance of disadvantaged students who have few resources.
Disadvantaged learners can be denied entry to high school owing to the problems that
they have experienced in the past. The test scores fail to reflect societal inequalities that are
dominant in the education system. Less privileged students can be punished by a standardized
test that fails to take into account their disadvantaged backgrounds (Roach, 2014). Blacks and
other minority groups have to learn in schools that do not have the necessary resources. The
teachers are thus forced to prepare the learners to pass standardized tests, which interferes with
the central pillar of education (Roach, 2014). Standardized tests also fail to measure the abilities
of learners. Standardized tests have been used in the past to define who gets into which college.
However, they fail to measure the ability of the learner to apply concepts learned and are thus not
good indicators of performance in college (Roach, 2014). The skills emphasized in standardized
tests may not be applicable in college learning.
Issues with the Education System’s Reliance on the No Child Left Behind Act

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In the year 2012, a survey indicated that the No Child Left Behind law made the
education system worse as opposed to making it better (Roach, 2014). The No Child Left Behind
federal law requires students to be given annual reading and math tests. Schools are obligated to
publish the results and ensure that scores of the racial minorities are disclosed. Besides, schools
have to ensure that they disclose the results of learners with disabilities and low-income students.
All students have to become proficient in mathematics by the year 2014 (Roach, 2014). The tests
administered in line with the No Child Left Behind federal law fail to measure the abilities of the
learners to analyze and apply knowledge. In addition, there are too many motivators for learners
to cheat. Teachers opt to spend more time preparing students for the tests as opposed to teaching
learners’ actual concepts (Roach, 2014). Students attending low-income schools are
disadvantaged compared to learners attending affluent schools. Instructional priorities may
change in schools that cater to the needs of disadvantaged students (Roach, 2014). Teachers are
likely to focus on preparing students for the tests, and this is done at the expense of addressing
the needs of learners.

Importance of Exploring a Candidate’s abilities and True Potential
Testing has become the norm in many organizations (Morgeson et al., 2007). Measuring
a candidate’s true Potential is essential because it indicates long-term Potential. Long-term
Potential for a job or training helps guide employers in making critical decisions (Barrett, 2011).
Measuring a candidate’s abilities also helps in ensuring that up to date information is available to
the employers. Relevant and fair data about a candidate can only be obtained through the
measurement of a candidate’s abilities and true Potential (Barrett, 2011). Tests help decision-
makers to define what a candidate can do without undergoing extra training and the Potential that

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the candidate has. Employers and educational bodies can thus make critical decisions on a
candidate by evaluating their Potential as well as abilities.
Measuring a candidate’s Potential as well abilities give the candidate a unique
opportunity to showcase what they can achieve. A candidate is presented with a set of questions
as well as scenarios that they are supposed to solve. Candidates have a chance to prepare for the
tests in advance to guarantee that the tests are an actual representation of their abilities (Barrett,
2011). The performance of a candidate is compared and contrasted to other measures of success.
As a result, employers and educational institutions make informed selection decisions, and this
makes the selection process to be founded on evidence.
Advantages of a Client/Student Learning About Their Strengths and Weaknesses
Identification of strengths and weknessesses is vital for career planning and future
planning. In attempting many tests, a candidate gains the confidence to do other tests in the
future (Barrett, 2011). The main reason behind tests is for a candidate to be able to represent
themselves fairly. The implication is that tests where one passes and tests where one fails are
unique learning opportunities. Failures enable one to learn how to improve and be better
prepared next time (Barrett, 2011). One must learn to take test results as just test results. One’s
talent could be higher in a given area where they fail. Tests help ensure that one works on their
weaknesses while building on their strengths. Tests are not standardized on sufficient numbers,
and this means that candidates have to ensure that they do not get discouraged by test results.
Learning about strengths and weaknesses helps one set realistic goals. There are several
essential questions that one should ask themselves. The first one relates to which tests they are
comfortable doing. The second is which tests one enjoys doing. The answers to the questions can

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help one come up with realistic goals and help define which tests one score best (Barrett, 2011).
The tests can help one learn about their Potential, and this aids in one creating realistic and
achievable career goals (Barrett, 2011). One can identify the career opportunities that best suit
them through an analysis of their strengths and weaknesses. One learns which tests they are
better at, and this helps in creating career objectives and plans that are founded on their strengths
and weakness.

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References

Barrett, J. (2011). The aptitude test workbook: discover your potential Potential and improve
your career options with practice psychometric tests. Kogan Page Publishers.
Hertel, G., Naumann, S., Konradt, U., & Batinic, B. (2002). Personality assessment via Internet:
Comparing online and paper-and-pencil questionnaires. Online social sciences, 115-133.
Morgeson, F. P., Campion, M. A., Dipboye, R. L., Hollenbeck, J. R., Murphy, K., & Schmitt, N.
(2007). Reconsidering the use of personality tests in personnel selection
contexts. Personnel psychology, 60(3), 683-729.
Roach, R. (2014). Teaching to the test. Diverse Issues in Higher Education, 31(3), 32.
Simons, R., Goddard, R., & Patton, W. (2002). Hand-scoring error rates in psychological
testing. Assessment, 9(3), 292-300.