The present study sets out to evaluate the effectiveness of a dynamic approach to aptitude
testing. It was proposed that it is not always appropriate to use conventional aptitude
tests to predict future academic success in the South African context. The study posited
the belief that an alternative testing format could be facilitated by using a test-train-test
procedure within a learning potential paradigm.
The learning potential paradigm as formulated through Vygotskian and Feuersteinian
theory is operationalised in the form of a Newtest Battery. The Newtest procedure is in
direct contrast to traditional approaches to aptitude testing. The latter approaches both
implicitly and explicitly adopt a static view of ability, whereas the Newtest approach
focuses on the learning potential of the testee, as well as consequent performance.
However, the assessment of learning potential poses problems of its own. Modifications
were introduced to ensure that the Newtest format is both appropriate and
psychometrically defensible. The construction and evaluation of the Newtest Battery is
described.
A sample of both advantaged and disadvantaged students were tested on a battery of
traditional aptitude tests. This group of students was contrasted with another sample of
both advantaged and disadvantaged students who undertook the Newtest Battery in the
modified dynamic testing format. The traditional measures of aptitude were found to be
invalid predictors of university success. Matric results showed a relationship with
academic success for both groups. The Newtest measures enhanced the prediction of
academic success for both advantaged and disadvantaged students. The Deductive
Reasoning dynamic measure was found to be a valid predictor of university success for the
disadvantaged students.
The results thus successfully extend the learning potential paradigm into the realm of
group aptitude testing. The validity of traditional aptitude test measures has been brought
into question by the findings of the study. The study points the way forward to a more
equitable and relevant aptitude testing procedure.
Finally, it was shown that the testing environment forms part of the socio-educational
context. Personnel involved in the administration of aptitude tests are given guidelines
\vi th the aim of equalising the test process. / Psychology of Education / D. Ed. (Psychology of Education)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/17878 |
| Date | 06 1900 |
| Creators | Zolezzi, Stefano Alberto |
| Contributors | Roets, H. E. (Hester Elizabeth) |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (xi, 192 leaves) |
Page generated in 0.0029 seconds