A B C D 7 Which figure completes the statement? A B C D 8 Which figure completes the statement? A B C D 10 Which figure completes the statement? A B C D 11 Which figure is the odd one out? A B C D 18 Which figure belongs in neither group? A B C D 19 Which figure belongs in neither group? A B C D 21 Which figure is next in the series? A B C D 22 Which figure completes the grid? A B C D 24 Which figure is the odd one out? Candidates are now faced with a rigorous assessment of their abilities and their personality in the form of a psychometric test.
Maximise your performance in under 2 weeks! Psychometric tests are now an integral part of the recruitment process, especially when it comes to inding candidates for those coveted top jobs. So, if you want to get that all important irst job, or if you are hoping to further your career, now is the time to take positive action to increase your chances of success. These eBooks teach you how to master speciic aspects of psychometric analysis, such as numerical, verbal, abstract, spatial, mechanical reasoning and personality tests.
Pass your psychometric tests with lying colours! These downloadable eBooks provide immediate access to expert know-how and essential insight that will give you the edge over the competition. This may sound a silly statement, but what it means is that, although important, any test is only an indication; your talent in that area may indeed be higher.
The tests in this volume are designed so that you can practise and become familiar with the purposes for which tests are used as well as with the process of testing. This is because the tests have not been standardized on sufficient numbers of people of any age, sex or background to provide reliable statistics. Also, because the tests are in a workbook, you may not have applied yourself to the test problems in the way you might have done in a properly adminis- tered test situation.
Nonetheless, depending upon how you approached and completed the tests, you will be able to gain a general idea of your strengths and weaknesses. At the end of the book, in Chapter 6, you can see how your scores provide ways of calculating your intelligence in terms of intelligence quotient or IQ , and gain an approximate idea of how well you are performing.
All psychologists and test administrators have training so that they interpret test results with caution. Similarly, with the tests in this volume you must bear in mind that the scores and the charts provided for you are intended only to illustrate the processes that employers and selectors use. The important questions for you to consider are, first, which test, tests or type of tests do I feel most confident doing, and second, which tests am I interested in and do I enjoy?
The answers to these two key questions may well be the same, and for almost everybody, they will reflect the tests at which they score best. If you wish, you can relate the revealed potential from your test results to relevant course or career opportunities. Again, while there is no claim for precision in matching your results from the tests to careers, you can see how this process operates at the end of Chapter 6. There are two ways of doing each of the tests The instructions to each of the tests, as well as the test questions themselves, are presented in the same form that you will encounter in tests in live situa- tions.
But how far you place yourself under test conditions is up to you. Once you start the test, you should ignore any further expert tips that are provided, until your time is up. This will result in a score that will give you a reasonably good idea of your true aptitude. It will enable you to place all your various results together in Chapter 6 so that you obtain a reasonably accurate picture of how much better you may be on some tests than on others.
Alternatively you can ignore the nominal time allowed for taking the tests and work through them at your own pace.
As you proceed you can make sure you understand each problem, and you will have all the time you want to study the expert tips when these are provided.
This approach helps with learning, but will not be as accurate with regard to your potential, as the tests will not have been done under strictly timed test conditions. When you come to Chapter 6 you can use your own esti- mates of your potential to see how results are interpreted and to what your results might lead.
Language tests are often the most complex, because a word may be used in many different ways. Words are slippery, with alternative, deeper or hidden meanings. This test requires both a level of learning and experience and quickness in thinking. While you will find that in Tests 1 and 2 you will, more or less, either know the answer or not, with Test 3 you may need to take your time until you arrive at the answer.
Possible ways of doing this are explained later on. Preparation and revision optional We use the parts of speech every day without thinking. They make sense of what we say. We have grown up to learn to use them properly in order that people can understand us and we are able to understand them.
Take a few moments to practise. A good exercise is to take a word, using a dictionary if you like, and put it into a sentence. Then try to use it as another part of speech. As you will find this difficult, you will quickly learn to recognize the different parts of speech.
You are asked a question and you have to find the answer from the words provided. You have to write the word clearly and spelt correctly in the answer box on the right hand side of the page. Examples 1 and 2 have been done already to show you how to answer: Examples 1. One of these words is spelt incorrectly. Write the correct spelling. Example 3 is the same type of problem as Example 1. Remember to write down the word clearly and spelt correctly, otherwise it will not count.
Ask now if you have any questions. If you are timing yourself you have 12 minutes for this test. You have to do as many as you can in the time allowed. Work as quickly as you can, but do not make mistakes.
Do not start the test until you are ready. Always ask the administrator. Guessing will not help you in most tests, but sometimes it is worth it.
This is particularly so in verbal tests where there is not always an exact answer, as there must be with numbers, for example. It is not worth guessing if you really have no idea which of the four, or even which of three of the four, answers might be correct. If you have a strong hunch that your answer is correct, then it is worth taking a chance, but do not do it too often.
Then try to find alternatives for the word. Then try to substitute the alternatives in the same sentence so you can see which one makes most sense. Someone who is prostrate is? The word for writing that is impossible to read is? What is the most appropriate word to describe preparation for an ordeal?
Look up any words that you were unsure of the meaning of, or were unfamiliar to you. In careers where skills with words are required, particularly in writing, your result on Test 1 can be a good indication of your educa- tional level. Sometimes the meaning is not always exact, but you have to find the general principle that connects different words. You are given a problem and you have to select the best answer from the alternatives given.
For each question there are alternative answers. The first one has been done to show you how. Examples 1. Which is the odd one out? Feathers are found on birds. The other words are all connected because they describe the covering of animals. The answer to Question 2 is a. Books are found in a library and a plant would be found in a garden. The connecting idea is therefore to do with a set of things that can be grouped together in a particular place.
Explanation The instructions to the test ask you to make a connection between words. It can help to change the instructions into your own words, so you make what you have to do clear to yourself.
It can mean link or join or attach. If something is the odd one out it is not in the group or class. To make sure, do not be afraid to question the test administrator to make sure you have got the principle correct before you start. Anything else you are uncertain about? If you are doing this test under timed conditions, you have 10 minutes to complete it. You must work accurately and quickly.
Should you move on or not? In most tests, questions become increasingly difficult. However, some- times leaving an item on which you are stuck can free you up and prevent you wasting time and effort on a hopeless case. Also, you are quite likely to find some later questions easier than some of the earlier ones even though they may be more difficult for most people.
You have probably read the advice on guessing if you have already done Test 1. Briefly, do not do it unless you have a very strong hunch. Ask the administrator, because if accuracy is one of the things being looked for then guessing too many times in a test may count against you.
However, two guesses will not count much against you even if you get both wrong, although random guessing is unlikely to improve your score. These vary, but the general rule is that in a test with four alternative answers, one mark is deducted for every three errors you make. No marks are deducted if you give no answer at all. This is because you could be expected to get one in four of the items correct if you guessed randomly.
This test has 39 questions, so if you simply guessed at every answer the like- lihood is that you would get about 10 right. But then you would be deducted one point for every three you got wrong, that is, 10 marks, so your final score would be zero. The one-third of a point deduced for each error is rounded up or down to the nearest whole number, so on this test a single error does not count against you, whereas your two errors lose you a point.
Finally, the marker or test administrator might well make a note that your work has a lot of guesswork, which is not likely to put you in a good light with potential employers.
Find out whether this will be the case before you begin. Test 2 is an example of a type of test that probably appears most frequently for all sorts of selection and assessment purposes. You can greatly improve your performance on tests like this if you read news- papers, articles and books that challenge you with new words and ideas.
Use opportunities, particularly if you are doing a routine task, such as driving the car, working out at the gym or even housework, to listen to BBC Radio 4. Because of the amount of information you are sometimes asked to deal with, it is recommended that you have some scrap paper available.
You are given some facts from which you must answer the question. Only one of the alternative answers is correct. Pete swims faster than Bill, but is not as fast as Jan, whilst Jean always beats Jan. Who is fastest? The problems in this test are complicated, so it is unwise to try to keep all the information in your head.
Working out the possibilities is difficult this way. Instead, it is helpful to get into the habit of putting the information you have down in a way that helps you to arrange it and make sense of it.
Although this may seem to slow you down, it will actually increase the certainty of obtaining a correct answer. Explanation For this type of problem, it is almost always useful to draw up a chart. In Example 1 it can be helpful to place the names in an order with the fastest at the top and the slowest at the bottom.
Jo, Cathy and Sally all have two favourite foods. One of them does not like potatoes. Cathy is the only one to like pasta.
Sally likes potatoes. Cathy and Jo like salad. Who likes beans? Explanation The question is about what foods different people like, so it is possible to draw up a table like this: People Jo Cathy Sally Foods Pasta Potatoes Potatoes Salad Salad As you begin to write in the information you are given, it becomes easier to work out the correct answer. The only one left for whom you have not yet found a favourite food is Sally.
Therefore, it follows that it must be Sally who likes beans. If you are timing yourself, you have 15 minutes for this test. Work as accurately and as fast as you can.
Jacky is taller than John. Who is tallest? Chris and Andy play tennis. Who plays football and tennis? Who plays tennis and basketball? On your scrap paper, place the names in a line, then write the activities under each name.
However, Sam and Sarah also have more hobbies than Bill. Who has the least number of hobbies? Uniform is not worn at the school attended by Bill, Sally and Harry. Susan, Bill and Sally wear black shoes. Sally, Peter and Harry wear a white shirt or blouse. Who wears a white shirt or blouse with a uniform? Who does not wear a uniform and does not have black shoes? Joe grows quickly, but is still just beaten by Angie.
Ed is shortest for a time, until his place is taken by Mabel. Who is now the tallest? Who is now shorter than Ed? Fred, John, Garth and Joe own their own houses.
Fred and John have single-storey properties while the houses of the others are on two floors. John and Joe have gardens while the others do not. Who has a computer in his two-storey house with a garden? Who has neither a garden nor a computer? Butter is kept below the eggs while cheese is kept above the milk.
The butter is also above the milk, but the eggs are on the same shelf as the yoghurt. The ice cream is above the cheese. What is on the bottom shelf?
Which are on the same shelf? You have to make more deductions as problems like this become longer. Using scrap paper to put everything down makes it easier to deal with all the information and how each piece relates to the others.
Casey and Billie have nylon tents. The others have canvas ones. Casey and Colin have zips with their tents, while the others have draw- strings. Ritchie and Casey have sewn-in groundsheets as well as plastic sheets for the ground.
The others only have plastic sheets for the ground. Who has a zip on the nylon tent? How many people have plastic sheets in tents that are not made of canvas and have no zips? Who has a canvas tent that has a zip, but does not have a groundsheet? Kelly and Sam are the only ones to have been to both France and Mexico. Robina and Sharon are the only two who have been to Spain as well as India. Sharon and Kelly are the only ones to have been to both Greece and France.
Who has been to Spain, but not to France? Who has been to India, but not to France? Who has travelled to the most countries? Which is the only country that Sharon has not visited? The other houses have white ones. The Bagshaws and Mrs Chance have their window frames painted the same colour as their doors. Miss Jenkins has black window frames. Who has a house with white curtains, window frames and a white door? Who has window frames and door painted white, but green curtains?
Who has window frames and door painted black, but white curtains? They must each wrestle each other. In all, there are six fights until the winner is decided. Herz is beaten by Costello. Emrik beats Herz. Costello and Fuji beat Emrik. Fuji beats Costello and Herz.
How many fights does Emrik win? How many fights does Costello win? Who is the final champion? Four of them get postcards from France. Cheryl and Tom do not get postcards from Germany as the others all do. Cheryl only gets a single card, which is from Italy. Only Sally and Sandy did not get postcards from Italy. Who received a postcard from only Italy and France? Who received three cards? Who are the two people who received the same number of cards from the same places? In total, how many cards were received by the whole group?
The three shirts the three boys wear are of three different sizes: small, medium and large. So are the jackets and the pairs of shoes. The jacket belonging to Ted is not a medium one. Which boy has the medium jacket? Which boy has the small shirt? Test 3 shows an aptitude for critical thinking, so is often the type of test used for selection in many high-level and professional careers.
You have to work with the rules of numbers: addition, subtraction, division and multipli- cation. It is also important to understand decimals, percentages and frac- tions.
It is the most abstract of the tests in this chapter. Again the mathematical rules are simple, but you have to comprehend a pattern between the numbers, which is a more abstract process than mere arithmetic. A dot is placed after the whole number to show where the fractional part begins. For example, This gives 3. This gives Fractions are anything can be divided into any number of equal parts.
The total equal parts of anything are written below the line and the number of those equal parts we are taking out of the total is written above the line. To find the fraction of a sum, as when everybody has agreed to pay equal amounts for something, first of all divide by the number of parts. Any fraction can be added to or taken away from any other fraction provided that the number below the line, that is, the total number of parts, is the same. This will give you the number that ensures that the fractions can be added.
So, 3 and 5 both can divide into The answer has to be written clearly on the right hand side of the page in the space provided. If this book is not your own, record your answers on a separate sheet. In the examples below, the first and second have been done for you. Do the others yourself, writing in your answers clearly. You can do the sums in your head if you want to or you can do your working out on spare paper. You will see some working out that has been done in a spare space for Example 1 and Example 2.
How many is 27 and 54? Two people spend exactly the same amount. How much does one person spend? What is the total of 1. Answer 4. Basically, if there are more complex questions, the assessment section will have fewer questions. The position for which the test is being given may also determine the complexity and length of the assessment, i. A norm group is a group of people with similar characteristics to the candidate, a group of graduate trainees for example. Your score will be compared to the scores of the people in the norm group, and this will allow the assessor to understand your performance relative to others who are similar to you.
If a candidate scored on the 75th percentile, for example, they have performed better than 75 percent of the norm group. To be successful, the candidate must achieve a level of performance that exceeds a stated minimum.
Candidates will usually not know what the minimum score requirement is before they take an aptitude test. Administering aptitude tests allows companies to narrow down the number of candidates who have applied for a job to a more refined group that may be more qualified for the job. Employers often use the results of the tests in conjunction with how a candidate has performed in an interview to make a final hiring decision.
Familiarize yourself with common types of questions that you will be asked. For example, numerical tests often have questions about percentages. Make sure you know how to work these out before your test! These tests require you to answer questions based on statistics, figures and charts. A means of assessing your verbal logic and capacity to quickly digest information from passages of text.
A business-related scenario that assesses how well you can prioritise tasks. Tests that measure your logical reasoning , usually under strict time conditions. Psychological tests that assess your judgement in resolving work-based problems.
Tests that identify how well a candidate can see the underlying logic in patterns, rather than words or numbers. A measurement of general intelligence, covering many categories of aptitude test.
These assess your ability to apply mechanical or engineering principles to problems; they are often used for technical roles. Another name for inductive reasoning tests. These tests assess your capacity to mentally manipulate images, and are often used in applications for jobs in design, engineering and architecture.
An unusual type of aptitude test that focuses on your ability to identify errors in complex data sets. Tests are timed and are typically multiple choice. It is not uncommon for some available answers to be deliberately misleading, so you must take care as you work through. Some tests escalate in difficulty as they progress.
Typically these tests are not designed to be finished by candidates. For example, maths graduates will have an unfair advantage over arts graduates on a numerical test. Many aptitude tests incorporate negative marking. This means that for every answer you give incorrectly, a mark will be deducted from your total rather than scoring no mark. If this is the case, you will normally be told beforehand. In any test that does incorporate negative marking, you must not guess answers, even if you are under extreme time pressure, as you will undo your chances of passing.
Evidence suggests that some practice of similar aptitude tests may improve your performance in the real tests. Practice exam technique and try to become more familiar with the types of test you may face by completing practice questions. Even basic word and number puzzles may help you become used to the comprehension and arithmetic aspects of some tests. Listen to the instructions you are given and follow them precisely. You will normally be given some paper on which to make rough workings.
Often you can be asked to hand these in with the test, but typically they do not form part of the assessment. You should divide your time per question as accurately as you can — typically this will be between 50 and 90 seconds per question. Remember that multiple-choice options are often designed to mislead you, with incorrect choices including common mistakes that candidates make.
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