This document discusses the concept of aptitude, defining it as a special ability related to competency in specific tasks, and outlines various types of aptitude tests, including mechanical, clerical, musical, graphic art, and scholastic tests. It highlights the importance of these tests in predicting future success, assessing individual strengths and weaknesses, and uncovering hidden talents, particularly for children. The conclusion emphasizes that aptitude-based assessments are valuable tools for career guidance and educational development.

2. APTITUDETEST
PRESENTED BY:
MS. BHARTI SHARMA
M.SC (N) IST YEAR

3. INTRODUCTION
An aptitude is a component of a competency to do
a certain kind of work at a certain level, which can
also be considered “talent”.
Aptitude may be physical or mental.
Intelligence is a measure of general ability,
aptitude is a special ability.

4. DEFINITION
Aptitude refers to those qualities
characterizing a person’s way of behavior
which serve to indicate how well he can learn
to meet and solve certain specified kinds of
problems. (BINGHAM)

5. Aptitude test also refers as examination that
attempts to determine and measure a person’s
ability to acquire, through future training, some
specific set of skills.

6. TYPESOFAPPITUDE

7. MEASUREMENTSOF APTITUDE
1). MECHANICAL APTITUDE TEST:
These tests are designed to check that how fast
the candidate can interpret and solve problems
related to mechanical faults. It comprise of
sensory, motor, perception, etc. common tests
are :-
A. Minnesota mechanical assembly test B.
SRA mechanical aptitude test.

8. 2). CLERICAL APTITUDE TESTS :-
This test measures the ability of the candidate to
notice mistakes. This test is designed to
measure speed and accuracy as well as the eye
for it identify the mistakes.
Like mechanical it is also a composition of
abilities like; motor, perceptual ability, etc. e.g
Minnesota vocational test for clerical workers.

9. 3). MUSICAL APTITUDE TESTS :-
These tests have been devised for discovering
musical talent. It includes the following aspects
and tests.
A. discrimination of pitch
B. intensity of loudness
C. judgement of rhythm
These tests are presented in the form of
phonographic records. The subject sets, listens,
and attempt to discriminate.

10. 4). GRAPHIC ART APTITUDE TESTS:-
These tests have been designed for the talent for
graphic art.
A. The meier art judgement test- In this there are
100 pairs of representational pictures in black and
white. The one such pair is given below. One piece
is the master piece and the other is distortion of the
master piece. The testee are asked to identify the
more pleasing, artistic and more satisfying piece.

11. B). Horne art aptitude inventory:- It requires
the subject to produce sketches from the given
patterns of lines and figures. The created
figures are then evaluated to the reference
standards.

12. 5). SCHOLASTIC AND PROFESSIONAL
APTITUDE TESTS:-
This is to help the students for the studies of
specific courses or profession like medicines,
engineering, law, business management,
teaching, etc.
A. Stanford scientific aptitude test.
B. Science aptitude test. C.
Teaching aptitude test.

13. USE OF APTITUDETESTS

14. DIFFERENCEBETWEENAPTITUDETESTAND
INTELLIGENCETEST

15. IMPORTANCEOF APTITUDETEST:-
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
weakness.

16. 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.
Group aptitude tests are quick and
inexpensive.
Aptitude tests are valuable in making program
and curricula decisions.

17. FUTURESCOPE

18. CONCLUSION
Aptitude based tests are regarded as one of the
most useful varities for career tests. Its also
used by teachers to measure their students
performances. Aptitude are talent potentials but
can be improved by training in environment.

19. SUMMARY