Bei der Erstellung und Interpretation mathematischer Leistungstests steht die Frage, was eine Aufgabe mißt. Der Artikel stellt mit der strukturalen oder objektiven Hermeneutik eine Methode vor, mit der die verschiedenen Dimensionen der von einer Aufgabe erfassten Fähigkeiten herausgearbeitet werden können. Dabei werden fachliche Anforderungen, Irritationsmomente und das durch die Aufgabe transportierte Bild vom jeweiligen Fach ebenso erfasst wie Momente, die man eher als Testfähigkeit bezeichnen würde.Am Beispiel einer TIMSS-Aufgabe wird diskutiert, dass das von den Testerstellern benutzte theoretische Konstrukt kaum geeignet ist, nachhaltig zu beschreiben, was eine Aufgabe misst. / The design and interpretation of aptitude tests in mathematics provoke questions as to what each of the set tasks actually measures. With structural or objective hermeneutics, this article introduces a methodology capable of discerning the various dimensions of skills required for a particular task. Not only does this approach allow for the recognition of the technical requirements of the task, its off-putting factors and the image of the subject conveyed. The methodology is also able to locate the elements addressing the kind of skill that can more accurately be clas-sified as 'test ability'. Focusing on an example selected from a TIMSS aptitude test, the discussion seeks to de-monstrate that the theoretical construction employed in setting the test is hardly suited to define with any sense of permanence what is measured by each task.

Diss. (sammanfattning) Stockholm : Karol. inst., 2005. / Härtill 5 uppsatser.

Thesis (M.S.)--University of Michigan, 1975.

Thesis (M.S.)--University of Michigan, 1975.

M.Ed. (Educational Psychology) / The aim of this study is to establish whether there is significant differences between the aptitudes of succesful freshmen in the B.A. (Law)-, B.Com. (Accountancy)- and B.Sc. (Biological Sciences) fields of study, as well as between succesful freshman male and female students. This study consists mainly out of two parts. Firstly a literature study discussing the concepts aptitude and aptitude testing. Futhermore aptitude and vocational guidance are discussed from an Educational Psychological perspective. Secondly an empirical study was done to establish differences in various aptitudes of the above mentioned fields of study and between male and female students. According to the literature study aptitude can be seen as a combination of factors which enables an individual to achieve a certain level of performance or to develop a certain skill with the necessary training. It is apparent from the literature study that aptitude is inherited; as well as influenced by environmental factors. In early childhood it varies considerably but stabilizes in later years. Slight similarities are present between aptitude and intelligence but a very clear distinction can be drawn. Aptitudes and interests influence each other but according to research, correlations very seldom exist. Differences appear between the aptitude patterns of males and females. The process of vocational guidance consists of three components, namely diagnosis, process and outcome. Vocational guidance is an educational matter which places a responsibility on each educator. Self-knowledge and career-knowledge are a prerequisite for a meaningful choice of a career. In the empirical study a random sample (n = 357) was taken from the successful freshmen at the Rand Afrikaans University for the years 1985, 1986, 1987 from the B.A. (Law)-, B.Com. (Accountancy), and B.Sc. (Biological Sciences) fields of study...

From summary: This study describes a procedure for predicting course success for certain first term engineering technicians. The aim of the study is to reduce the high attrition rate of trainee engineering technicians through the early identification of candidates who are likely to fail their first term of study. This identification is done by testing all applicants to the courses on a battery of psychological tests, and from this information estimating the applicants' first term course results. It is suggested that the student counsellors attached to the various Technikons integrate the suggested procedure into a flexible vocational guidance service for engineering technicians. It should be borne in mind that no validation study can predict future success with a hundred percent accuracy, and that the sample used in this study may be specific to the Witwatersrand Technikon.

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

This study focuses on the relationship of one cognitive ability test on long-term job performance as measured by personnel data. Archival data from over 3,000 employees at an international technology company were used to assess how aptitude test scores relate to both objective and subjective job performance measures. Supervisory performance ratings, level of promotion, and salary increase significantly contributed to variance in test scores; however, these results were inconsistent. Number of training courses did not have a significant relationship with test scores. Additionally, type of turnover did not moderate the relationship between aptitude test scores and job performance. These results indicate that although aptitude test score is related to long term job performance factors, other factors account for the majority of the variance. The implication is that aptitude should not be the sole consideration when predicting long term job success.

A study was conducted at North Cache Junior High School in Richmond, Utah, during the 1967-68 school year to determine an effective method of predicting which students would be able to succeed in algebra in the ninth grade. Eighth grade marks in mathematics, two algebra aptitude test scores, and student self-success ratings were compared with the final algebra grades to determine the best single predictor of success in algebra and to determine the best combined predictors of success. The best single predictor of success in algebra was the student's final mark in eighth grade mathematics. The best combined predictors of success included the eighth grade marks in mathematics and the Survey Test of Algebra Aptitude scores.