TECHNICALTESTBATTERYthe technical manual

ONTENTS1 THE ROLE OF PSYCHOMETRIC TESTS IN PERSONNEL SELECTION AND ASSESSMENT

2 THE CONSTRUCTION OF THE TECHNICAL TEST BATTERY

3 THE PSYCHOMETRIC PROPERTIES OF THE TECHNICAL TEST BATTERY

4 ADMINISTRATION INSTRUCTIONS

5 REFERENCES

c

2

31 Coefficient Alpha’s for Technical Test Battery

2 Product-moment Correlations between the TTB tests (n=83)

3 Correlations between GRT2 Sub-scales & the TTB (n = 83)

4 Correlation between the DAT Space Relations and the TTB SRT

5 Correlation between the DAT MRT and the TTB MRT

6 Correlations between job performance measures and aptitudes (n=70)

LIST OF TABLES

4

1THE ROLE OFPSYCHOMETRICTESTS IN PERSONNELSELECTION ANDASSESSMENT

One of the main reasons for usingreasoning tests to aid selection deci-sions is that they can provide infor-mation that cannot be obtained in

other ways. If such tests are not usedthen what we know about the appli-

cant is limited to the information thatcan be gleaned from an applicationform or CV, an interview and refer-

ences. If we wish to gain informationabout a person’s specific aptitudes

and abilities then we have littleoption but to use psychometric tests.

But such tests can do more thansimply provide additional informa-tion about the applicant. They can

add a degree of reliability and validi-ty to the selection procedure that it is

impossible to achieve in any otherway. How they do this is best

addressed by examining the limita-tions of the information obtained

through interviews, application formsand references and exploring how

some of these limitations can be over-come by the use of reasoning tests.

6

THE ROLE OFPSYCHOMETRIC TESTS INPERSONNEL SELECTIONAND ASSESSMENTWhile much useful information canbe gained from the interview, whichclearly has an important role in anyselection procedure, it does nonethe-less suffer from a variety ofweaknesses. Perhaps the mostimportant of these in this respect isthat it is not a reliable way to judge aperson’s level of reasoning ability.While the interview enables us toprobe each applicant in depth anddiscover individual strengths andweaknesses it will not enable us toobjectively assess an applicant’s apti-tudes and abilities.

There are similar limitations onthe range and usefulness of the infor-mation that can be gained fromapplication forms or CV’s. Whilework experience and qualificationsmay be prerequisites for certainoccupations, in and of themselvesthey do not determine whether aperson is likely to perform well orbadly. Past experience and academicachievement is not always a goodpredictor of ability or future success.While such information is importantit may not be sufficient on its own toenable us to confidently choosebetween applicants. Thus aptitudeand ability tests are likely to play asignificant role in the selectionprocess as they provide informationon a person’s potential and not justtheir achievements to date.

Little needs to be said about theusefulness of references. While pastperformance is undoubtedly a goodpredictor of future performancereferences are often not very goodpredictors of past performance. If thename of the referee is supplied bythe applicant then it is likely that theapplicant has chosen someone whomhe expects to speak highly of himand has probably avoided supplyingthe names of those who may have aless positive view of his abilities.Aptitude and ability tests on theother hand give us an indication ofthe applicant’s likely performancewhich is obtained under exam condi-tions and thus is likely to be anobjective, true reflection of theperson’s ability.

So what advantages does the use ofreasoning tests have over these otherforms of assessment? The first advan-tage they have is that they arestandardised. That is to say the sametest is given to all the applicantsunder the same conditions and a stan-dard method is used for scoring andinterpreting the test results. Thus thetest should produce the same resultsno matter who administers and inter-prets it. Moreover, the test results canbe represented numerically making iteasy both to compare applicants witheach other, and with predefinedgroups (e.g. successful and unsuccess-

7ful job incumbents). In addition, asnoted above, they provide a range ofinformation which is not easily andreliably assessed in other ways. Suchinformation can fill in important gapswhich have not been assessed byapplication forms, interviews andreferences and can also raise ques-tions which can later be directlyaddressed in the interview. It is forthis reason that psychometric tests arebeing increasingly used in personnelselection. Their use adds a degree ofobjectivity, reliability and breadth toassessment decisions which can not beachieved any other way.

8

2THE CONSTRUCTIONOF THE TECHNICALTEST BATTERY

In an increasingly technical age theimportance of being able to accu-rately assess a persons technical

ability and potential cannot be over-stated. The Technical Test Battery

comprises three separate tests, eachdesigned to assess a different area oftechnical ability. These areas are the

ability to reason with mechanicalconcepts, the ability to manipulatethree dimensional spatial relation-

ships and the ability to quickly andaccurately find a path through acomplex two dimensional maze.

Research has amply demonstratedthat these technical abilities are not

accounted for by ‘general intelli-gence’ but are specific, measurable,abilities in their own right. What is

also true, though, is that general rea-soning abilities should also be takeninto account when considering tech-nical ability. Verbal, numerical andabstract reasoning skills are highly

important in most technical occupa-tions and should therefore be

assessed alongside technical abilities.Thus it is recommended that a test ofgeneral reasoning ability (such as the

Graduate Reasoning Test (GRT1) orthe General Reasoning Test (GRT2))

should be administered along withthe Technical Test Battery.

1 MECHANICAL REASONING TEST

2 SPATIAL REASONING TEST

3 VISUAL ACUITY TEST

bkThe Mechanical Reasoning Testmeasures the ability to apply basicmechanical principles. It looks at theability to grasp the common princi-ples of physics which are evident ineveryday life. This ability is testedover a number of different mechani-cal devices, e.g. gears, pulleys andlevers. The mechanical reasoningtest was constructed in such a way asto minimise any advantage from thepossession of ‘specialised knowl-edge’. Thus the MechanicalReasoning Test investigates a personsability to solve problems of amechanical nature through theapplication of basic principles whichmost people could be expected tounderstand. People who do well on

the Mechanical Reasoning testusually like to find out how thingswork. They often are better thanaverage at learning how to construct,operate, or repair complicatedequipment. People who performpoorly on the Mechanical ReasoningTest may find the work rather hardor uninteresting in physical sciencesand in shop floor mechanical workwhich demands thinking and plan-ning, rather than just skill in usingone’s hands. Many types of work inthe construction and manufacturingtrades also require one to understandmachinery and the use of physicalforces as well as to possess manualskills.

MECHANICALREASONING TEST

SPATIAL REASONING TESTThe Spatial Reasoning Test assessesa persons ability to manipulate andreason about shapes and spatial rela-tionships. Unlike many spatial teststhe Spatial Reasoning Test assessesthe ability to work with three dimen-sional relationships. It looks at howwell a person can visualize, or formmental pictures of solid objects fromlooking at flat paper plans. In otherwords how well can a person think inthree dimensions? The SpatialReasoning Test measures the abilityto visualise, to imagine the shapeand surfaces of a finished objectbefore it is built, just by looking atthe drawings that would be used toguide workers in building it. Thisability makes some kinds of mathe-matics easier, e.g. solid geometry. To

a person who does poorly on theSpatial Reasoning Test, an architect’splans for a house or an engineer’splans for a bridge or a machinemight look like nothing but severalflat drawings. A person whoperforms well on the SpatialReasoning Test looking at those sameplans can “see” the finished house,bridge or machine. He or she couldprobably mentally “walk around”the finished structure, looking at itfrom various angles. People who dowell on the Spatial Reasoning Testshould have an advantage in worksuch as draughting, dress designing,architecture, mechanical engineer-ing, die-making, buildingconstruction, and some branches ofart and decoration.

blVISUAL ACUITY TESTThe Visual Acuity Test looks at apersons ability to find a paththrough complex two dimensionaldiagrams. The test basically focuseson a persons aptitude for performingtasks which require visual precision.As the test is timed, fifteen mazeshave to be completed in eightminutes, it is also a test of a personsability to perform such precisiontasks under a degree of time pres-sure. With the rise of the newtechnologies visual precision isbecoming an increasingly importantaptitude. Thus, for instance, manyworkers in the microprocessor &electronic industries are required tocarry out very detailed work on

extremely small components andcircuits. Such tasks often need to becarried out with a fair degree ofspeed and accuracy and the VisualAcuity test can give vital informationconcerning this ability.

The visual precision assessed bythe Visual Acuity Test would befairly important for a number oftechnical occupations; e.g. electricalengineers, mechanical and machineshop apprentices, electronic faultdiagnosis, engineering draughting,etc.

The Visual Acuity Test is onlyavailable in computer-administeredformat using GeneSys IntegratedAssessment Software.

bm

3PSYCHOMETRICPROPERTIES OF THETECHNICAL TESTBATTERY

1 RELIABILITY

2 THE RELIABILITY OF THE TECHNI-CAL TEST BATTERY

3 VALIDITY

4 ASSESSING CONSTRUCT VALIDITY

5 THE STRUCTURE OF TECHNICAL

ABILITIES IN THE TTB

6 THE CONSTRUCT VALIDITY OF THE

TTB

bo RELIABILITYIf an ability test is to be used forselection and assessment purposesthe test needs to measure each of theaptitude or ability dimensions it isattempting to measure reliably, forthe given population (e.g. graduateentrants, senior managers etc.). Thatis to say, the test needs to be consis-tently measuring each ability so thatif the test were to be used repeatedlyon the same candidate it wouldproduce similar results.

TEST-RETEST RELIABILITY

Test-retest reliability statistics esti-mate the reliability of a reasoningtest by administering it repeatedly tothe same applicants. If a test is reli-able then we would expect it toproduce consistent results whenrepeatedly administered over shortperiods of time. Thus we would notexpect a reliable test to classifysomeone as being of high intelligenceon one occasion and as being of lowintelligence on another. Thusrepeated test administration canprovide an estimate of a test’s relia-bility.

INTERNAL CONSISTENCYRELIABILITY

Internal consistency statistics esti-mate the reliability of a test byexploring whether each of the itemswhich measure one ability or apti-tude combine to produce a consistentscale. That is to say, we would expectpeople of superior reasoning abilityto do well on all the items whichform the test, and not simply on asubset of these items. If the latterwere the case then we might suspectthat those items which they did notperform well on were in fact notgood measures of the underlyingreasoning ability. These statistics arethe most commonly used ways toestimate a test’s reliability.

It is generally recognised thatability tests are more reliable thanpersonality tests and for this reasonhigh standards of reliability areusually expected from such tests.While many personality tests areconsidered to have acceptable levelsof reliability if they have reliabilitycoefficients in excess of .7, abilitytests are not usually considered tohave acceptable levels of reliabilityunless they have reliability coeffi-cients in excess of .8.

bpTable 1, below, presents alpha coeffi-cients for the three tests whichcomprise the Technical Test Battery.Each of these reliability coefficientsis greater than .8, clearly demon-strating that the individualcomponents of the Technical TestBattery are highly reliable.

THE RELIABILITY OF THETECHNICAL TEST BATTERY

MRT

SRT

Visual Acuity

Table 1: Cronbach’s Alpha as an esti-mate of the reliability of the TechnicalTest Battery

Cronbach’sAlpha

.81

.84

.80

bqWhereas reliability assesses thedegree of measurement error of areasoning test, that is to say theextent to which the test is consis-tently measuring one underlingability or aptitude, validity addressesthe question of whether or not thescale is measuring the characteristicit was developed to measure. This isclearly of key importance whenusing a reasoning test for assessmentand selection purposes. In order forthe test to be a useful aid to selectionwe need to know that the results arereliable and that the test is measur-ing the aptitude it is supposed to bemeasuring. Thus after we haveexamined a test’s reliability we needto address the issue of validity. Wetraditionally examine the reliabilityof a test before we explore its validityas reliability sets the lower bound ofa scale’s validity. That is to say a testcannot be more valid than it isreliable.

There are two main ways in whichwe can say that a test is valid. Wecall these Construct Validity andPredictive Validity. When tests areused for individual assessmentConstruct Validity is the moreimportant and when tests are used topredict performance the test’sPredictive Validity is the moreimportant.

CONSTRUCT VALIDITY

Construct Validity assesses whetherthe characteristic which the test isactually measuring is psychologicallymeaningful and is consistent withthe scale’s definition.

CRITERION-RELATED VALIDITY

This assesses whether the test iscapable of predicting some agreedcriterion; for example job perfor-mance. Thus while a test may havecriterion-related validity it may nothave Construct Validity. That is, itmay predict a given criterion butmay not be measuring a psychologi-cally meaningful construct.

VALIDITY

brUnlike reliability which can be easilymeasured Construct Validity is amuch more difficult characteristic toassess. Rather than there being onegenerally agreed way to assess atest’s Construct Validity the validityof a test is usually established bypresenting a variety of evidencewhich converges to demonstrate thetest’s validity. For example, we willwant to know that the aptitudes orabilities which the test measures arestable over time and have intuitive,consensual meaning. Moreover wewill want to show that a variety ofstatistical properties hold for the test.These concern the test’s:

INTERNAL STRUCTURE

Specifically we are concerned thatthe test’s subscales are correlatedwith each other in a meaningful way.For example, we would expect thedifferent subscales of a reasoning testto be moderately correlated as eachwill be measuring a different facet ofgeneral reasoning ability. Thus ifsuch subscales are not correlatedwith each other we might wonderwhether each is a good measure ofreasoning ability. Moreover, wewould expect different facets ofverbal reasoning ability (e.g. vocabu-lary, similarities etc.) to be morehighly correlated with each otherthan they are with a measure ofnumerical reasoning ability.Consequently, the first way in whichwe might assess the validity of areasoning test is by exploring therelationship between the test’ssubscales.

CONCURRENT VALIDITY:

Here we are concerned to demon-strate that the test produces resultswhich are consistent with thoseproduced by other widely used,recognised, validated tests. Toexplore the concurrent validity of atest we would usually correlate thecandidates’ scores on the test whichis being validated with their scoreson a test which is already known tobe valid.

CRITERION VALIDITY:

Here we are concerned to demon-strate that the test discriminatesbetween criterion groups which wewould predict to obtain differentscores on the test’s subscales. Forexample, we might validate a testmeasuring verbal and numericalreasoning ability by showing thatgraduates perform better on the testthan non-graduates, and that sciencestudents perform better on thenumerical reasoning test than artsstudents.

ASSESSINGCONSTRUCT VALIDITY

bs

THE STRUCTURE OFTECHNICAL ABILITIES INTHE TTBTable 2, presents Pearson Product-moment correlations between thethree constituent tests of the TTBdemonstrates two things. Firstly, therelatively strong correlations betweeneach of the tests indicate that each ismeasuring one facet of an underlyingtrait. This is clearly consistent withthe design of this test, where eachtest was intended to assess a differ-ent facet of technical ability.Secondly, the fact that each testaccounts for no greater than 25% (r<= .50) of the variance in the othertests indicates that the Mechanical,Spatial and Visual Acuity tests of theTTB are measuring different facetsof technical ability, as they weredesigned to.

Table 3 shows the correlationsbetween the technical abilitiesmeasured by the TTB and Verbal,Numerical and Abstract reasoningabilities as measured by the GeneralReasoning Test.

Table 4, presents PearsonProduct-moment correlationsbetween the three subscales of theGRT2 and the individual tests of theTTB amply demonstrates two points.Firstly, the fairly strong correlationsbetween the reasoning subscales andthe TTB tests indicate that reasoningability, or mental alertness, plays arole in technical abilities. This is notsurprising as numerical and verbalskills are important factors in techni-cal fields. Secondly, the fact thateach subscale accounts for less than30% (r < .55) of the variance in theTTB indicates that the tests whichmake up the Technical Test batteryare in fact measuring more than justreasoning ability.

bt

MRT SRT VATest

— .44

—

.50

.45

—

MRT

SRT

Visual Acuity

Table 2: Product-moment Correlations between the TTB tests (n=83)

VR2 NR2 AR2Test

0.48

0.31

0.37

0.53

0.39

0.42

.50

.45

—

MRT

SRT

Visual Acuity

Table 3: Correlations between GRT2 Sub-scales & the TTB (n = 83)

ckTHE CONSTRUCT VALIDITYOF THE TTBThe Differential Aptitudes Test(DAT) Technical Battery is one of themost widely respected ability tests.Within this battery there are subtestsdesigned to measure numerical,verbal, spatial and mechanical abili-ties. The Mechanical Reasoning Testand Spatial Reasoning Test compo-nents of the TTB have beenvalidated against the respectivecomponents of the DAT TechnicalBattery.

Table 4 presents product-momentcorrelations (n=83) between theDAT Space Relations Test and theSpatial Reasoning Test of the TTB.As can be seen the relationshipbetween the two tests is fairly highindicating that the two tests areindeed measuring very similar abili-ties.

Table 5 presents Pearson Product-moment correlations (n=67) betweenthe DAT Mechanical Reasoning Testand the TTB Mechanical ReasoningTest. As can be seen the two tests arestrongly correlated indicating thatboth tests are measuring very similarabilities.

A major local newspaper groupwith the largest number of local titlesin the United Kingdom sought toexamine whether tests could predictthe job performance of experiencedprinters. A sample of 70 completedthe General Reasoning Test battery(GRT2) as well as the MechanicalReasoning Test. Each of the groupwere assessed on a number of perfor-mance criteria by supervisors. Inaddition, test data were correlatedwith the results of a job sample printtest which was administered at selec-tion stage.

cl

DAT SRT

Table 4: Correlation between the DATSpace Relations and the TTB SRT

SRT

.73

test

DAT MRT

Table 5: Correlations between theDAT MRT and the TTB MRT

MRT

.75

test

.42

.33

.30

.39

.40

.44

.56

-.29

-.32

Mechanical (MRT2)

Verbal

Numerical

Abstract

Job sample test Initiative Time-keeping

Table 6: Correlations between job performance measures and aptitudes (n=70)

cm

ADMINISTRATIONINSTRUCTIONS4Mechanical Reasoning TestBEFORE STARTING THE QUESTIONNAIRE

Put candidates at their ease by giving information about yourself, the purposeof the questionnaire, the timetable for the day, if this is part of a wider assess-ment programme, and how the results will be used and who will have accessto them. Ensure that you and other administrators have switched off mobilephones etc.

The instructions below should be read out verbatim and the same scriptshould be followed each time the MRT2 is administered to one or more candi-dates. Instructions for the administrator are printed in ordinary type.Instructions designed to be read aloud to candidates incorporate a greyshaded background, italics and speech marks.

If this is the first or only questionnaire being administered, give an introduc-tion as per or similar to the following example:

“From now on, please do not talk among yourselves, butask me if anything is not clear. Please ensure that anymobile telephones, pagers or other potential distractions areswitched off completely. We shall be doing the MechanicalReasoning Test which takes 15 minutes. During the test Ishall be checking to make sure you are not making anyaccidental mistakes when filling in the answer sheet. I willnot be checking your responses to see if you are answeringcorrectly or not.”

WARNING: It is most important that answer sheets do not go astray. Theyshould be counted out at the beginning of the test and counted in again at theend.

coContinue by using the instructions EXACTLY as given. Say:

DISTRIBUTE THE ANSWER SHEETS

Then ask:

“Has everyone got two sharp pencils, an eraser, some roughpaper and an answer sheet.”

Rectify any omissions, then say:

“Print your surname, first name and title clearly on the lineprovided, followed by your age and sex. Please inserttoday’s date which is [ ].

If biographical information is required, ask respondents to complete thebiodata section. If answer sheets are to be scanned, explain and demonstratehow the ovals are to be completed, emphasising the importance of fullyblackening the oval.

Walk around the room to check that the instructions are being followed.

WARNING: It is vitally important that test booklets do not go astray. Theyshould be counted out at the beginning of the session and counted in again atthe end.

DISTRIBUTE THE BOOKLETS WITH THE INSTRUCTION:

“Please do not open the booklet until instructed.”

Remembering to read slowly and clearly, go to the front of the group and say:

“Please open the booklet at Page 2 and follow the instruc-tions for this test as I read them aloud.”

Pause to allow booklets to be opened.

“This is a test of your understanding of mechanical princi-ples. Each problem consists of a question which refers toone or more pictures. You have to look at each problem andselect the correct answer and mark the appropriate box onthe answer sheet.”

“On Page 3 of this booklet are some example questions.Once you have fully read the instructions you will have achance to complete the example questions in order to makesure that you understand the test.”

cpCheck for understanding of the instructions so far, then say:

“Please attempt the example questions now.”

While the candidates are doing the examples, walk around the room to checkthat everyone is clear about how to fill in the answer sheet. Make sure thatnobody is looking at the actual test items during the example session. Whenall have finished (allow a maximum of one and half minutes), give theanswers as follows:

“The answer to Example 1 is number 1, as this chain alonewill hold up the sign. The answer to Example 2 is number2 as the load and weight combined on a slope will turn thistruck over more easilyo .”

Then say:

“Time is short, so when you begin the timed test, work asquickly and as accurately as you can.

If you want to change an answer, fully erase your firstchoice, and fill in your new answer.

There are a total of 45 questions. You have 15 minutes inwhich to answer the questions.

If you reach the ‘End of Test’ before time is called, you mayreview your answers if you wish.”

Then say very clearly:

“Is everybody clear about how to do this test?”

Deal with any questions appropriately, then starting stop-watch or setting acount-down timer on the word ‘BEGIN’, say:

“Please turn over the page and begin”

Answer only questions relating to procedure at this stage, but enter in theAdministrator’s Test Record any other problems which occur. Walk aroundthe room at appropriate intervals to check for potential problems.

cqAt the end of the 15 minutes say:

“Stop now please and close your booklet”

You should intervene if candidates continue beyond this point.

COLLECT ANSWER SHEETS & TEST BOOKLETS, ENSURING THATALL MATERIALS ARE RETURNED (COUNT BOOKLETS & ANSWERSHEETS)

Then say:

“Thank you for completing the Mechanical ReasoningTest.”

cr

ADMINISTRATIONINSTRUCTIONSSpatial Reasoning Test

BEFORE STARTING THE QUESTIONNAIRE

Put candidates at their ease by giving information about yourself, thepurpose of the questionnaire, the timetable for the day, if this is part of awider assessment programme, and how the results will be used and who willhave access to them. Ensure that you and other administrators have switchedoff mobile phones etc.

The instructions below should be read out verbatim and the same scriptshould be followed each time the SRT2 is administered to one or more candi-dates. Instructions for the administrator are printed in ordinary type.Instructions designed to be read aloud to candidates incorporate a greyshaded background, italics and speech marks.

If this is the first or only questionnaire being administered, give an introduc-tion as per or similar to the following example:

“From now on, please do not talk among yourselves, butask me if anything is not clear. Please ensure that anymobile telephones, pagers or other potential distractions areswitched off completely. We shall be doing the SpatialReasoning Test which takes 15 minutes. During the test Ishall be checking to make sure you are not making anyaccidental mistakes when filling in the answer sheet. I willnot be checking your responses to see if you are answeringcorrectly or not.”

WARNING: It is most important that answer sheets do not go astray. Theyshould be counted out at the beginning of the test and counted in again atthe end.

Continue by using the instructions EXACTLY as given. Say:

csDISTRIBUTE THE ANSWER SHEETS

Then ask:

“Has everyone got two sharp pencils, an eraser, some roughpaper and an answer sheet.”

Rectify any omissions, then say:

“Print your surname, first name and title clearly on the lineprovided, followed by your age and sex. Please inserttoday’s date which is [ ].

If biographical information is required, ask respondents to complete thebiodata section. If answer sheets are to be scanned, explain and demonstratehow the ovals are to be completed, emphasising the importance of fullyblackening the oval.

Walk around the room to check that the instructions are being followed.

WARNING: It is vitally important that test booklets do not go astray. Theyshould be counted out at the beginning of the session and counted in again atthe end.

DISTRIBUTE THE BOOKLETS WITH THE INSTRUCTION:

“Please do not open the booklet until instructed.”

Remembering to read slowly and clearly, go to the front of the group and say:

“Please open the booklet at Page 2 and follow the instruc-tions for this test as I read them aloud.”

Pause to allow booklets to be opened.

“This is a test of your ability to visualise objects in threedimensions. Each problem consists of a question whichrefers to one or more pictures. You have to look at eachproblem, select the correct answer and mark the appropri-ate box on the answer sheet.”

“Now work through the example questions on Page 3 andmark the appropriate boxes on the answer sheet in thesection marked ‘Example’. Please note that each figureshould be visually folded into the page”.

ctCheck for understanding of the instructions so far, then say:

“Please attempt the example questions now.”

While the candidates are doing the examples, walk around the room to checkthat everyone is clear about how to fill in the answer sheet. Make sure thatnobody is looking at the actual test items during the example session. Whenall have finished (allow a maximum of one and half minutes), give theanswers as follows:

“The answer to Example 1 is number 2, and the answer toExample 2 is number 4, as these shapes could be madefrom the patterns shown. The other three shapes in each ofthe two examples all have a blank side but the patterns donot.”

Then say:

“Time is short, so when you begin the timed test, work asquickly and as accurately as you can.

If you want to change an answer, fully erase your firstchoice, and fill in your new answer.

There are a total of 30 questions. You have 15 minutes inwhich to answer the questions.

If you reach the ‘End of Test’ before time is called, you mayreview your answers if you wish.

If you have any questions please ask now as you will not beable to ask questions once the test has started.”

Then say very clearly:

“Is everybody clear about how to do this test?”

Deal with any questions appropriately, then starting stop-watch or setting aXcount-down timer on the word ‘BEGIN’, say:

“Please turn over the page and begin”

Answer only questions relating to procedure at this stage, but enter in theAdministrator’s Test Record any other problems which occur. Walk aroundthe room at appropriate intervals to check for potential problems.

dkAt the end of the 15 minutes say:

“Stop now please and close your booklet”

You should intervene if candidates continue beyond this point.

COLLECT ANSWER SHEETS & TEST BOOKLETS, ENSURING THATALL MATERIALS ARE RETURNED (COUNT BOOKLETS & ANSWERSHEETS)

Then say:

“Thank you for completing the Spatial Reasoning Test.”

5REFERENCESGould, S.J. (1981). The Mismeasure

of Man. Harmondsworth,Middlesex: Pelican.

Heim, A.H. (1970). Intelligence andPersonality. Harmondsworth,Middlesex: Penguin.

Heim, A.H., Watt, K.P. andSimmonds, V. (1974). AH2/AH3Group Tests of General Reasoning;Manual. Windsor: NFER Nelson.

Johnson, C., Blinkhorn, S., Wood, R.and Hall, J. (1989). ModernOccupational Skills Tests: User’sGuide. Windsor: NFER-Nelson.