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Undilah PAS : MENENTANG KEZALIMAN & MENEGAKKAN KEADILAN
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Measuring Aptitude. ERIC Digest.
Macklem, Gayle L.
The terms intelligence, ability, and aptitude are
often used interchangeably to refer to behavior that
is
used to predict future learning or performance.
However, subtle differences exist between the terms.
The tests designed to measure these attributes differ
in several significant ways.
This digest defines aptitude tests in contrast to
intelligence tests and achievement tests. It also
looks
at the value of aptitude tests and examines how the
results of aptitude should be used. Finally, this
digest discusses whether students can improve their
scores on these tests.
WHAT IS AN APTITUDE TEST?
Like intelligence tests, aptitude tests measure a
student's overall performance across a broad range
of mental capabilities. But aptitude tests also often
include items which measure more specialized
abilities--such as verbal and numerical skills--that
predict scholastic performance in educational
programs.
Compared to achievement tests, aptitude tests cover a
broader area and look at a wider range of
experiences. Achievement tests tend to measure recent
learning and are closely tied to particular
school subjects.
Aptitude tests tell us what a student brings to the
task regardless of the specific curriculum that the
student has already experienced. The difference
between aptitude and achievement tests is
sometimes a matter of degree. Some aptitude and
achievement tests look a lot alike. In fact, the
higher a student goes in levels of education, the more
the content of aptitude tests resembles
achievement tests. This is because the knowledge that
a student has already accumulated is a good
predictor of success at advanced levels.
WHAT IS THE VALUE OF APTITUDE TESTING?
Research data show that individually administered
aptitude tests have the following qualities:
* They are excellent predictors of future scholastic
achievement.
* They provide ways of comparing a child's performance
with that of other children in the same
situation.
* They provide a profile of strengths and weaknesses.
* They assess differences among individuals.
* They have uncovered hidden talents in some children,
thus improving their educational
opportunities.
* They are valuable tools for working with handicapped
children.
In addition, group aptitude tests--usually given as
part of a group achievement battery of tests--can
be given quickly and inexpensively to large numbers of
children. Children who obtain extreme scores
can be easily identified to receive further
specialized attention. Aptitude tests are valuable in
making
program and curricula decisions. They can also be used
for grouping students as long as grouping is
flexible.
HOW CAN WE USE APTITUDE TEST RESULTS?
In general, aptitude test results have three major
uses:
* instructional
Teachers can use aptitude test results to adapt their
curricula to match the level of their students, or
to design assignments for students who differ widely.
Aptitude test scores can also help teachers
form realistic expectations of students. Knowing
something about the aptitude level of students in a
given class can help a teacher identify which students
are not learning as much as could be predicted
on the basis of aptitude scores. For instance, if a
whole class were performing less well than would
be predicted from aptitude test results, then
curriculum, objectives, teaching methods, or student
characteristics might be investigated.
* administrative
Aptitude test scores can identify the general aptitude
level of a high school, for example. This can be
helpful in determining how much emphasis should be
given to college preparatory programs.
Aptitude tests can be used to help identify students
to be accelerated or given extra attention, for
grouping, and in predicting job training performance.
* guidance
Guidance counselors use aptitude tests to help parents
develop realistic expectations for their child's
school performance and to help students understand
their own strengths and weaknesses.
CAN APTITUDE BE IMPROVED?
Although studies seem to suggest that aptitude test
scores cannot be improved, other research shows
that that may not be the case. Tests such as the
Scholastic Aptitude Tests contain many questions
that are content- specific, particularly in math
areas. Performance on these specific types of items is
trainable.
Some experts feel that short-term cramming might not
affect aptitude test scores. However,
long-term instruction in broad cognitive skills might
improve general test performance. Cognitive
theory and research suggest that learning ability can
be improved by training students in learning
strategies. Improving academic aptitude may be
possible through a systematic curriculum that
complements direct training in learning strategies
with both the development of general thinking
approaches and the application of those approaches
over a variety of different tasks and content
areas.
What has been learned about training to improve
aptitude can be summarized as follows:
* Attempts to train aptitude must go well beyond
practice and feedback. What's needed is intensive
training in strategies involved in task performance
along with higher level monitoring and control
strategies involved in guiding performance and in
transferring skills to new areas.
* Educational efforts to improve aptitude need to be
long-term.
* Abilities of students and methods of training
interact. Attempts to train strategies must fit the
tested
aptitudes of students.
* Practice and feedback can be effective when students
are already proficient in the ability to be
trained.
* Intrusive training may be harmful to high aptitude
students.
* Training ability works best when treatment utilizes
some of the student's other strengths.
* Some aspects of intellectual aptitude may be more
easily trained than others.
ADDITIONAL READING
Anatasi, A. Psychological Testing. Fifth edition. New
York: MacMillan, 1982.
Boehm, Ann E. and White, Mary Alice. The Parent's
Handbook on School Testing. New York:
Teacher's College Press, 1982.
Jensen, Arthur R. Straight Talk About Mental Tests:
Their Uses and Abuses Explained in
No-nonsense Terms by the World's Foremost Authority.
New York: The Free Press, 1981.
Mehrens, William A. and Lehmann, Irvin J. Using
Standardized Tests in Education. Fourth Edition.
New York: Longman, Inc. 1987.
Sattler, Jerome M. Assessment of Children. Third
edition. San Diego: Jerome M. Sattler, Publisher,
1988.
-----
This publication was prepared with funding from the
Office of Educational Research and
Improvement, U.S. Department of Education under
contract number R88062003. The opinions
expressed in this report do not necessarily reflect
the position or policies of OERI or the Department
of Education. Permission is granted to copy and
distribute this ERIC/TM Digest
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