Before taking this class, I don’t think I could have explained
to you what the differences between intelligence, achievement, and aptitude
tests were. This week’s readings helped
to make the distinction much clearer to me.
Achievement tests measure one’s current level of knowledge based on
prior educational experiences (Drummond & Jones, 2010). Most tests that teachers develop in order to
check for comprehension of the material they are teaching would be considered achievement
tests. Also falling in this category
would be the dreaded standardized state tests, such as the PSSAs and Keystone
Exams. One thing that I remembered from
my SPED 600 class is that when considering students for special education
services, one thing that the multidisciplinary team (MDT) will consider is the
difference between intelligence and achievement scores. If there is a large gap, (e.g. a student has
a normal or relatively high IQ but low achievement test scores), a learning
disability, such as a processing disorder, may be the culprit. This is just one example of the many facets
that make up the assessment process.
Aptitude tests, on the other hand, are utilized primarily
for their predictive capabilities. Aptitude
is defined as “an innate (unlearned) or acquired ability to be good at
something” (Drummond & Jones, p. 200).
Both multiple-aptitude test batteries and specialized aptitude tests are
available. These are often used in both educational
and vocational programs. Other aptitude
tests include admissions and readiness tests, which all of us have had to take
in order to be admitted into graduate studies.
While achievement tests are designed to measure what an individual knows
or can do right now, “they can also be considered an excellent predictor of
future performance in educational or vocational programs” (Drummond &
Jones, p. 179). For this reason,
colleges often look not only at a student’s scores on aptitude tests, but also
at high school GPA, which is calculated based on a student’s achievement
record. An interesting note that I found
in relation to admissions tests is that they tend to underpredict the
performance of women in college setting (Drummond & Jones). I don’t have my college entrance test scores
on-hand at the moment, but I can tell you that for the most part they were
probably on the average to slightly above-average side of things. However, I can tell you that my college
grades up to this point have been very high, thus, I believe I can personally
relate to admissions tests underpredicting my performance. I am glad that when considering my
application to the School Counseling program, more than my GRE scores were
considered. It seems that it would be
very unfair to base someone’s admittance on how they happened to test on one
day of the year. However, when
considered in tandem with undergraduate GPA, recommendations, and life/work
experiences, a more holistic picture is provided and a more informed decision
can be made. This is why I often tell my
students that how they perform in high school could have big impacts on their
post-secondary plans. Work ethic can
play an even greater role than test scores.
This is something that I think I will continue to emphasize to students
as a school counselor and as an assessment interpreter.
Reference
Drummond, R.J.
& Jones, K. (2010). Assessment
procedures for counselors and helping professionals ( 7th ed.). Upper Saddle River, NJ: Pearson.
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