Testing for mental aptitude is one of the easiest and most economical ways to enhance the quality of your workforce. All of our tests have been designed to comply with EEOC requirements for validity and reliability. Basic Reasoning Tests General Reasoning Test Purpose: This test provides a fairly quick, easy to administer test of general mental ability. Like most general intelligence tests, it taps several types of reasoning: verbal reasoning, numerical reasoning, logic, math skills, spatial reasoning, and basic knowledge. It is designed to give a single measure of mental ability based on several types of mental processes. When to use it: If you want a quick timed measure of general mental ability that provides one score this is the right choice. High Scorers: High scorers are quick to pick up new information, are alert to new ideas that might be applied to their jobs, are capable of grasping difficult concepts on their own, handle a large fund of information, deal with various forms of complexity in a job with ease, and are able assess relevant factors in ambiguous situations to come up with logical, insightful decisions. Low Scorers: Low scorers need structured learning experiences to consume new information. They need rules and procedures to guide their decision making on the job. Preferring jobs with narrow assignments and responsibilities, low scorers do not cope well with complexity or volume of information. Target Group: This test can be used with any type candidate. Number of items: N=50 multiple choice items. Time Limits: Untimed Validity: The set of aptitude items correlates highly (r=.86**) with other similar mental ability tests. Sample Items: Sample verbal reasoning item: House is to dwelling as car is to ____________. (a) transportation (b) driving (c) speed (d) automobile (e) mechanical Sample numerical reasoning item: Which comes next in this series? 3 6 9 19 22 25 (a) 32 (b) 35 (c) 52 (d) 15 (e) 28 Sample spatial reasoning item Look at the complete figure on the left. Which is the 5 choices represents all of the parts separately? Sample Logic item: Assume the first two statements are true. Is the last statement (a) True (b) False (c) Uncertain. All job candidates have to take a pre-employment test. Some of the people in the room are job candidates. The people in the room will have to take pre-employment tests. Pattern Series Test of Abstract Reasoning Purpose: This test is an excellent measure of basic mental ability. We recommend it be included whenever a company is designing an aptitude test battery. When to use it: The Pattern Series Test of Abstract Reasoning is one of our best tools for predicting how fast people can learn new ideas, grasp difficult concepts, and utilize the knowledge they have been taught in a meaningful, insightful manner. If your company utilizes high tech equipment, then you need people who can reason well, learn quickly, and reason through complex problems on the job. High Scorers: People scoring high on the Pattern Series Test profit from instruction and perform at a high level on mentally challenging tasks. They tend to move quickly into the more demanding jobs in your company. High scorers also continue to grow and mature as your company's processes change. Low Scorers: People who do not score well on the Pattern Series Test tend to have trouble with tasks that require reasoning. Low scorers are hard to train because they require a lot of focused, supervised assistance from a supervisor or mentor. They also have difficulty applying what they have learned in formal training sessions. Complex problems tend to be incomprehensible to them, so they either guess, make a lot of mistakes, or call for help from someone more experienced and knowledgeable. Target Group: We recommend using this test for every job category where mental ability is an important aspect of overall performance. Number of items: 40 Time Limits: 20 minutes Validity: This test was found to significantly related r=.42** with teamwork; r=.38** with task proficiency; r=.40** with overall performance; r=.42** with productivity; r-.41** with work quality; r=.35** with decrease in involuntary turnover; r=.52* with productivity; r=.52* with attendance; r=.41** with openness to new learning; r=.26** with integrity; r=.39** with ability to learn; r=.31** with judgement; r=.29** with proper use of time; r=.43** with reasoning ability; r=.32** with skill competence; r=.26** with dependability / reliability. Sample Items: For each of the problems in this test, candidates are presented with a series of figures on the left side of the page. The last frame has a question mark indicating that they are to decide what figure would come next in the series. Five possible answers are given on the right side of the page. The task is to choose a figure from the answer choices on the right that represents the best choice for the "next one" in the series. Entry-Level Worker Basic Skills Test Purpose: This test gives you a basis for making hiring decisions based on minimal levels of aptitude. When to use it: When the intellectual demands of your jobs are not great and you simply need to weed out the people who would be most difficult to train, this test would be appropriate. High Scorers: People scoring high on this test should be able to learn the basic skills needed to perform your jobs adequately. Low Scorers: People scoring low on this test may be illiterate or simply lacking in intellectual talents. Low scorers are likely to be very difficult to train, thus they will need a lot of supervision. If hired, these people should probably be assigned to your simplest jobs. Target Group: This test is suitable for a wide range of simple, manual labor jobs across different industries. Test Content and Number of Items: (NOTE: Test content can be easily modified to better fit your particular job) Basic Arithmetic: 20 multiple choice items (5 each adding, subtracting, multiplying, dividing) Word Problems: 3 items that require simple reasoning Ruler Reading: 3 items using a ruler in inches Reading a Clock Face: 3 items Recognizing Safety Violations: 3 situations where a picture is presented along with several possible “true/False” safety violations. Reading Company Policies: 6 items where they have to read a company policy, and then make interpretations to answer multiple-choice questions. Tools Identification: 9 items where a picture is presented along with ten multiple choice answers. This section often needs to be modified based on the tools most often used at your company. Time Limits: Untimed Scoring: We can present the results in terms of percent correct for each section of the test. Alternatively, we could work with you to test a number of your workers, then build a norm to establish cutoffs for satisfactory scores vs. unsatisfactory scores. Numerical Reasoning Test Purpose: This test is an excellent measure of basic numerical reasoning ability. The Numerical Reasoning Test measures the degree to which people can work comfortably with quantitative concepts. When to use it: Use this test in situations where people need to think through math problems on the job: for example sales people who have to think through quotes in their head as they talk to a customer, or customer service people who need to quickly calculate the cost of a set of services that have been tailored to that individual request, or accountants / banking people who need to be very agile in computing large sets of numbers, as well as quick to spot errors, and sharp about looking for causes of imbalances. High Scorers: People scoring high on the Numerical Reasoning Test handle their responsibilities for quantitative tasks quickly, easily and with a minimum of errors. Low Scorers: People scoring low on the Numerical Reasoning Test have a harder time thinking through quantitative problems than do people with higher scores. They do not spot inaccuracies very quickly and they do not reason through the causes of problems in the dataset as quickly as others. Target Group: We often recommend using this test for accounting personnel, finance clerks, estimators, buyers, bank tellers, loan officers, field sales people, managers and supervisors. Number of items: 24 Time Limits: 6 minutes Validity: In several empirical studies, this test was significantly correlated r=.28 with teamwork, r=.30 with task performance, and r=.29 with overall performance in a number of entry-level jobs. We were able to demonstrate that performing well on this test predicted success in managerial roles when scoring more than the 60th percentile produced a group that was 300% more likely to survive the first year on the job. Sample Items: In this test, candidates are presented with a series of numbers. Each series of numbers is followed by a question mark, because the last number is missing. They have to figure out what sort of pattern exists in the series of numbers and what number would most logically appear next in the series. Rather than choose from a set of possible answers, the candidate has to write a number on the answer sheet. Explanation for the Item: 1 3 6 8 11 ? Here, the pattern is +2, +3 repeated across the series. 1 + 2 = 3, then 3 + 3 = 6, then 6 + 2 = 8, then 8 + 3 = 11. So, the correct answer is 11 + 2 = 13. 21 18 15 12 ? Each number is three less than the previous one. In other words, the numbers go down by 3 every time. So, the correct answer is 12 - 3 = 9. 1 2 4 7 11 ? Here the pattern is to always increase by one more than you did the previous time. So, the pattern is +1 , +2, +3, +4. That would make the correct answer 11 + 5 = 16. Verbal Reasoning Test Purpose: This test assesses vocabulary and the ability to both understand subtle differences between words and the many ways one can use words to make a point. When to use it: The Verbal Reasoning Test should be used to assess candidates who must be very effective communicators who inform, persuade, motivate, counsel, or coordinate activities among co-workers or customers. High Scorers: People scoring high on the Verbal Reasoning Test are more effective communicators. They are better able to explain their points and respond more appropriately to others in a conversation. High scorers tend to be good at communicating with all levels of people,from executives to members of the general public. Low Scorers: People scoring low on the Verbal Reasoning Test are less effective at making their points and responding to others in a conversation. Low scorers tend to be effective in communicating with only a narrow group of people, those who are similar to themselves. Target Group: We recommend using this test for positions such as sales, manager, supervisor, team leader. Number of items: 26 Time Limits: 12 minutes Validity: In several empirical studies, this test was significantly correlated r=.26* with teamwork and r=.25* with overall performance for a variety of entry-level jobs. We were able to demonstrate that performing well on this test predicted success in managerial roles: Scoring above the 60th percentile produced a group that was 300% more likely to survive the first year on the job. Sample Items: Candidates are presented a sentence with two blanks. They must choose an appropriate word for each black so the analogy makes sense. 1. ______ is to boat as ______ is to car. 1. push 2. pedal 3. row 4. roll A. haul B. pull C. tilt D. drive General Cognitive Aptitude Test Purpose: This test provides a fairly quick, easy to administer test of general mental ability. Like most general intelligence tests, it taps verbal reasoning, numerical reasoning, and general abstract reasoning. When To Use It: We often use this test as an additional component to our Personal Style Inventory (that measures personality traits), where we need an untimed measure of cognitive aptitude. Target Group: This test can be used with any type candidate. High Scorers: High scorers are quick to pick up new information, are alert to new ideas that might be applied to their jobs, are capable of grasping difficult concepts on their own, handle a large fund of information, deal with various forms of complexity in a job with ease, and are able assess relevant factors in ambiguous situations to come up with logical, insightful decisions. Low Scorers: Low scorers need structured learning experiences to consume new information. They need rules and procedures to guide their decision making on the job. Preferring jobs with narrow assignments and responsibilities, low scorers do not cope well with complexity or volume of information. Number of Items: N=44 items which are fairly equally divided between verbal reasoning, numerical reasoning, and abstract reasoning. Time Limits: Untimed Validity: The set of aptitude items correlates highly (r=.70**) with a full scale intelligence test. In various validation studies, this test is correlated with overall job performance for engineers (r=.42**), for banking professionals (r=.31**), for insurance professionals (r=.29**), managers (r=.35**), store managers (r=.39**), restaurant managers (r=.37**), technical support (r=.32**), customer service (r=.27**), MIS professionals (r=.35**), general professional jobs (r=.28**). Pattern Sample Items: For each of the problems in this test, candidates are presented with a series of figures on the left side of the page. The last frame has a question mark indicating that they are to decide what figure would come next in the series. Five possible answers are given on the right side of the page. The task is to choose a figure from the answer choices on the right that represents the best choice for the "next one" in the series. Numerical Sample Items: In this test, candidates are presented with a series of numbers. Each series of numbers is followed by a question mark, because the last number is missing. They have to figure out what sort of pattern exists in the series of numbers and what number would most logically appear next in the series. Rather than choose from a set of possible answers, the candidate has to write a number on the answer sheet. Explanation for the Item: 1 3 6 8 11 ? Here, the pattern is +2, +3 repeated across the series. 1 + 2 = 3, then 3 + 3 = 6, then 6 + 2 = 8, then 8 + 3 = 11. So, the correct answer is 11 + 2 = 13. 21 18 15 12 ? Each number is three less than the previous one. In other words, the numbers go down by 3 every time. So, the correct answer is 12 - 3 = 9. 1 2 4 7 11 ? Here the pattern is to always increase by one more than you did the previous time. So, the pattern is +1 , +2, +3, +4. That would make the correct answer 11 + 5 = 16. Verbal Sample Items: Candidates are presented a sentence with two blanks. They must choose an appropriate word for each black so the analogy makes sense. 1. ______ is to boat as ______ is to car. 1. push 2. pedal 3. row 4. roll A. haul B. pull C. tilt D. drive Mechanical / Spatial Reasoning Mechanical Reasoning Test Purpose: This test assesses understanding of basic physical and mechanical principles and their application to everyday situations. When to use it: The Mechanical Reasoning Test should be used where employees work around large equipment, where they are expected to understand basic operations and to engage in limited troubleshooting of equipment failures. High Scorers: People scoring high on this test tend to pick up new information in a job orientation program more quickly. They profit from formal instruction and demonstrate a higher ability to apply what they have learned in on-the-job applications. They are the employees that you tend to give additional responsibility for the more complicated equipment - particularly those that have multiple systems and computer interface. Low Scorers: People scoring low on the Mechanical Reasoning Test tend to have a great deal of difficulty learning new things about equipment operations, preventive maintenance and more complicated mechanical troubleshooting. They are less likely to be able to take on full responsibility for automated equipment and they tend to ask a lot of questions about simple problems. Low scorers on the Mechanical Reasoning Test are more prone to behavior that could lead to an accident and to persist in activities that are inefficient methods of solving equipment problems. Target Group: We recommend using this test for a wide range of positions from entry-level production associates to higher level maintenance workers in industrial settings. Number of items: 68 Time Limits: 20 minutes Validity: This test was found to be significantly related r=.40** with composite job performance; r=.33** with teamwork; r=.24* with task competence; r=.31** with overall performance; r=.20* with productivity; r=.27** with openness to training and dealing with change; r=.19* with safety mindedness: r=.29** with teamwork; r=.35** with relations with supervisors; r=.28** with overall job performance; r=.26** with decrease in turnover among production workers; r=.28** with job knowledge; r=.32** with reasoning skills and judgement; r=.28** with planning ability; r=.37** with ability to learn; r=.39** with reasoning ability; r=.30** with skills competence; r=.32** with openness to new learning; r=.25* with productivity; r=.18* with attendance; r=.25** with average performance rating. Sample Items: One ball is dropped while the other is simultaneously thrown horizontally out. Which ball will hit the ground first? A. Dropped ball B. Thrown ball C. Same Visual Acuity Test Purpose: This test assesses the ability to see obscure details and small defects. When To Use It: The Visual Inspection Test should be used where the job requires close attention to small objects or features. Target Group: We recommend using this test for a wide range of inspector positions as well as manufacturing positions where inspection is a key job requirement. When administering this test, be sure to instruct people to wear their glasses to the testing session. High Scorers: People scoring high in this test are able to identify very small differences in pattern, shape, texture that other people would not recognizes as a quality problems. Once blemishes are spotted, they are then able to judge whether it qualifies as a reject or not. Low Scorers: People scoring low on this test are less able to spot blemishes. Therefore, they do not see potential problems so the reject rate is unnecessarily high. Number of Items: 104 items Time Limits: 3 minutes Sample: For example: in the product code BN7I9J, B is in position # 1. N is in position # 2. 7 is in position # 3. I is in position # 4. 9 is in position # 5. J is in position # 6. Below is a sample of what the candidate will be asked to do. There are four sample items. The first two items have been completed correctly.   Where is the Product Code Write in Position 1. 7 BN7I9J 3 2. K 3L1VK0 5 3. 2 H285MN ____ 4. T 90TU94 ____ 3-D Reasoning Test Purpose: This test evaluates a person's ability to think in terms of three dimensions and to see how solid objects fit together. It is appropriate for any job where the employee must be able to conceptualize how parts fit together in ways that are unable to be visualized from the surface. When to use it: The 3-D Spatial Reasoning Test should be used to assess fit for jobs where the individual is responsible for taking things apart and putting things together (e.g., machine setup, mechanical troubleshooting), as well as for design work with solid objects that must fit together (e.g., architectural drawings, equipment design). High Scorers: People scoring high on the 3-D Spatial Reasoning Test are better able to see how parts fit together, so they are quicker and more capable in accomplishing tasks. Low Scorers: People scoring low on the 3-D Spatial Reasoning Test may not be able to perform the same tasks as high scorers. They may not be able to figure out the relationships of how objects fit together, so their efforts to do trouble- shooting or design work may be exceedingly time-consuming. They often need assistance from other workers to complete their assignment. Target Group: Mechanics, designers, builders, electricians, plumbers, installers, repairmen, crane operators, and many other jobs involving mechanical equipment. Number of items: 45 Time Limits: 5 minutes Validity: On average, this test was found to be significantly related r=.22* with productivity; r=.34** with quality; r=.28* with overall job performance rating; r=.24* with relations with supervisor; r=.22* with stress tolerance; r=.23* with attendance; r=.30** with ability to learn; r=.24** with team work; r=.20* with judgement; r=.21** with planning ability; r=.37** with ability to learn; r=.24* with skills competence; r=.39** with openness to new learning; r=.22* with productivity; r=.21* with dependability / reliability. Sample Items: For each lettered block, the candidate must identify how many other blocks it touches, excluding the corners. A.     B.     C.   &nb sp; D.     E.     Form Pattern Test of 2-D Reasoning Purpose: This test evaluates a person's ability to think in terms of two dimensions and to see how flat shapes fit together. It is appropriate for any job where the employee must be able to conceptualize how parts fit together, and it is often used in combination with the 3-D Reasoning Test. When to use it: The Form Pattern Perception Test should be used to assess appropriateness for design work where the individual must visualize how shapes and patterns fit together to form a whole (e.g., architectural drawings, equipment design) as well as for jobs that require dismantling and re-assembly (e.g., machine setup, mechanical troubleshooting). High Scorers: People scoring high on the Form Pattern Perception Test are better able to see how parts fit together, so they are quicker and more capable in accomplishing tasks. Low Scorers: People scoring low on the Form Pattern Perception Test may not be able to perform the same tasks as high scorers. They may not be able to figure out the relationships of how objects fit together, so their efforts to do troubleshooting or design work may be exceedingly time-consuming. They often need assistance from other workers to complete their assignment. Target Group: We recommend using this test for positions such as maintenance technician, mechanic, machine designer, architect, draftsman, CAD technicians, pattern designers, tool and die makers. Number of items: 24 Time Limits: 7 minutes Validity: On average, this test is significantly related r=.36** with productivity for maintenance technicians; r=.31** with overall performance ratings; r=26** with openness to new learning; r=.28** with skills competence. Sample Items: A target figure is shown on the left with a set of five answer figures (A, B, C, D, E) on the right. In Example 1, some of the target figures are separate parts, so here the answer choices will be solid objects. In Example 2, the target figures is a solid part, so the answer choices are separate parts. The task is to determine which one of the answer figures are the correct match for the target figure. Visual Inspection Test Purpose: This test assesses the ability to spot small visual quality differences in products. It taps both visual acuity and attention to detail. When to use it: The Visual Inspection Test should be used where the job requires very close attention to visual details. NOTE: This test has not been adapted to our online testing system. For the time being, it is available only as a paper-and-pencil test. High Scorers: People scoring high on this test are able to identify very small differences in pattern, shape, texture that other people would not recognize as a quality problem. Once blemishes are spotted, they are then able to judge whether it qualifies as a reject or not. Low Scorers: People scoring low on this test are less able to spot blemishes. Therefore, they do not see potential problems. Target Group: We recommend using this test for a wide range of inspector positions as well as manufacturing positions where inspection is a key job requirement. Number of items: 50 Time Limits: 10 minutes Validity: On average, this test is significantly related r=.27* with overall job performance composite for production workers. Sample Items: In the example below, the first figure is the correct shape. The remaining four drawings have defects which have been circled. The respondent's task is to look at each drawing and compare it to a "correct" drawing, then circle the defect. Math Tests Banking Math Aptitude Purpose:This test measures basic math skills for banking jobs. When to use it:This test is recommended for candidates for tellers and loan officer jobs in banks and other financial institutions. High Scorers:High scorers are likely to catch on quickly to various math functions in teller and loan officer jobs. They are not as likely to make errors as someone who scores low Low Scorers:Low scorers will have a hard time dealing with the everyday math functions associated with jobs in banking. During and after training, they are likely to make more errors than normal. Target Group:We recommend using this for entry-level bank tellers and loan officers. Number of items:10 basic addition problems, 4 basic percentage questions, and 6 word problems that incorporate addition and percentage operations. Time Limits:Untimed Validity:Content validity based on Subject Matter Expert reports of job content. Basic Math Skills Tests Purpose: This test measures skill in several areas of basic math: Adding, Subtracting, Multiplying, Dividing, Decimals, Fractions, and simple word problems. We can add other sections to this test as needed – or you can use only those sections of the test that apply to your situation. When to use it: The Basic Math Skills Test should be used where employees need to be competent in basic math on their jobs. The test points up areas of deficiency that could be remediated by targeted training on the job. High Scorers: People scoring high on the Basic Math Skills Test should perform the quantitative aspects of their job more quickly with a minimum of mistakes. Low Scorers: People scoring low on the Basic Math Skills Test are likely to make a lot of mistakes in their work, thus causing problems with production and record keeping. Target Group: We recommend using this for any position where you need to know employees’ level of math skills and areas of deficit. Number of items: 10 problems in each section. Time Limits: Untimed Validity: Content validity based on Subject Matter Expert reports of job content. Retail Sales Math Aptitude Test Purpose: This test uses the Cable TV industry as the setting to assess the basic math skills typical of many sales and customer service jobs. It measures skills in addition, subtraction, percents, fractions, and word problems using the same math operations. When To Use It: The Sales Math Aptitude Test should be used where employees must calculate prices of odd lots of products or services, where employees must be adept at working through problems in their head or by use of a hand calculator, and where they must work quickly. Target Group: We recommend using this test for positions such as field sales representative, customer service representative, sales clerk, account executive, telemarketer. High Scorers: People scoring high on the Sales Math Aptitude Test should perform the quantitative aspects of their job more quickly with a minimum of mistakes. Low Scorers: People scoring low on the Sales Math Aptitude Test are likely to make a lot of mistakes in calculating pricing for customers. This translates to low productivity because they either require the customer to wait an inordinately long time before completing the transaction or because the Accounting Department must correct many of the errors made by this person. Number of Items: 56 Time Limits: 16 minutes (4 minutes for each of 4 sections) Validity: On average, this test is related r=.23* with productivity for telephone sales representatives; r=.25** with overall job performance. Sample Items: In this test the candidate must work several types of math problems: addition, subtraction, fractions, percentages and word problems. 1. $15.50 + 21.95 = ____________ 2. $45.50 - $13.95 = ____________ 3. 12% of $32.00 = ____________ 4. 1/3 of $68 = ____________ 5. Mary Carter's existing services cost $29.95. Now, she wants two additional converter boxes and three pay-per-view movies. The converter boxes are $7.95 each and pay-per-view movies are $6.95 each. What will her bill total next month? _______________ Bookkeeping / Accounting Math Test Purpose:This test evaluates the candidate’s skills in basic bookkeeping / accounting principles and use of Excel spreadsheets When to use it:It would be appropriate for candidates going into a bookkeeping or entry-level accounting job where you expect the new hire to bring some basic skills into the job. High Scorers:People scoring high on this test will be able to take on basic tasks without much supervision, and they will move quickly to learn new accounting tasks specific to your company. Low Scorers:People scoring low on this test will need a great deal of new employee orientation and training. They will not be able to function on their own without guidance. Number of items:10 arithmetic problems, 10 word problems, and 20 requiring interpretation of a spreadsheet Time Limits:Untimed Validity:This test was developed by Subject Matter Experts, and it has been reviewed by other experts in the accounting field to demonstrate content validity. Before using this test, we recommend that you review the content of the items to determine its appropriateness in your work environment. Sample: Part I: In the first section of the test are 10 math conversion problems such as: What is the decimal version of ¼? (a) .40(b) .44(c) .25(d) .14(e) .60 Part II: In the second part of the test are 10 word problems that involve questions such as: If the Operations Manager wants to bring in an Engineer at 120% of the top salary range of $70,000, what would the job offer total? (a) $75,000(b) $82,000(c) $84,000(d) $105,000 Part III:Includes 11 questions pertaining to managing numbers using an Excel database such as: What employee had the greatest sales in March? (a) Kisha J.(b) Sarah Bates(c) Joe Smith(d) James Proud Math for Industry Purpose: This test contains math problems that are often found in industrial settings. It measures ability to solve word problems, read graphs, use measuring devices, and analyze graphical measurement problems. Difficulty level is approximately ninth grade level. When to use it: The test should be used when employees must use math skills to solve various problems of a technical nature, particularly when the problems require reasoning, and the solutions cannot necessarily be learned by rote memorization. High Scorers: People scoring high on the Math Test for Industry tend to be efficient in handling their duties. They can work independently to solve fairly complex quantitative problems and they tend not to make many math or math reasoning errors. Low Scorers: People scoring low on this test are easily confused by math problems and tend to depend on others to handle these aspects of the job. They would be good candidates for on-the-job basic skills training. Target Group: We recommend using this test for positions such as entry-level industrial workers, manufacturing professionals, shipping and receiving personnel, technical maintenance workers, lab assistants, Quality Control personnel. Number of items: 40 Time Limits: 15 minutes Validity: On average, this test was found to be significantly related r=.22* with productivity; r=.27* with quality; r=.31** with overall job performance; r=.41** with teamwork; r=.37** with safety; r=.23* with attendance; r=.26* with relations with peers; r=.46 with productivity; r=.39* with safety; r=.38** with reasoning ability; r=.29** with skills competence; r=.32** with openness to new learning. Sample Items: 1. What is the weight of a case of 10 mufflers if each muffler weighs 32 pounds? 2. What will an employee make if there were 40 hours worked at $8.50 per hour, plus 6 hours worked at $11.25 / hour? 3. What is the overall length of 2 panels where each is 2 3/4 feet long? 4. What is the length of line BC? Casher Math Test Purpose:This test is a minimal screen to assess basic math skills related to retail tasks where employees have to do some calculations about the total bill and make change. When to use it:Where employees are working a cash register or writing up tickets for retail purchases or meals in a restaurant. The test is appropriate for screening out people with minimal math skills. High Scorers:People who score high on the Cashier Math Test should be quicker at figuring total bills, making change, and spotting problems with arithmetic. Low Scorers:People who score low on this test will be slow in figuring customers’ bills and make a lot of mistakes. Target Group:People applying for retail positions that involve handling money. Number of items: 16 Time Limits: None Validity:This is a content valid test that uses “real-life” situations to evaluate capacity for handling monetary transactions in a retail setting. Scores are provided as “Percent Correct.” Sample Items: There are 7 arithmetic problems such as: $35.50 + 14.35 = ______ (a) 39.85(b) 39.75(c) $44.55(d) 49.85(e) 50.85 And there are 9 word problems such as: A customer’s purchase is $8. When he gives you $20, what will you give back in change? (a) $2.00(b) $12.00(c) $10.00(d) $12.99(e) $28.00 Math Test for Telemarketers Purpose: This test uses the Cable TV industry as the setting to assess the basic math skills typical of many sales and customer service jobs. It measures skills in addition, subtraction, percents, fractions, and word problems using the same math operations. When to use it: The Sales Math Aptitude Test should be used where employees must calculate prices of odd lots of products or services, where employees must be adept at working through problems in their head or by use of a hand calculator, and where they must work quickly. High Scorers: People scoring high on the Sales Math Aptitude Test should perform the quantitative aspects of their job more quickly with a minimum of mistakes. Low Scorers: People scoring low on the Sales Math Aptitude Test are likely to make a lot of mistakes in calculating pricing for customers. This translates to low pro- ductivity because they either require the customer to wait an inordinately long time before completing the transaction or because the Accounting Department must correct many of the errors made by this person. Target Group: We recommend using this test for positions such as field sales representative, customer service representative, sales clerk, account executive, telemarketer. Number of items: 56 Time Limits: 16 minutes (4 minutes for each of 4 sections) Validity: On average, this test is related r=.23* with productivity for telephone sales representatives; r=.25** with overall job performance. Sample Items: In this test the candidate must work several types of math problems: addition, subtraction, fractions, percentages and word problems. 1. $15.50 + 21.95 = ____________ 2. $45.50 - $13.95 = ____________ 3. 12% of $32.00 = ____________ 4. 1/3 of $68 = ____________ 5. Mary Carter's existing services cost $29.95. Now, she wants two additional converter boxes and three pay-per-view movies. The converter boxes are $7.95 each and pay- per-view movies are $6.95 each. What will her bill total next month? _______________. Numerical Computation Tests Purpose: This test measures ability to do basic arithmetic. NOTE: We have several versions of the Numerical Computation Test. Some measure addition, subtraction, multiplication, division, decimals, and fractions. However, depending on the content of the job for which the test is being used, other versions can contain a subset of those operations. When to use it: The test should be used when employees must use math skills to compute total sales, discounts, refunds, etc. when access to a computer-based system is not always available, or when the employee is expected to hand punch numbers into a calculator to obtain the final answer. High Scorers: People scoring high on this test are usually faster in completing their duties, and they make fewer mistakes. Low Scorers: People scoring low on this test are slower to complete their duties. They make more mistakes which then takes extra time to resolve. Plus, their mistakes slow down the work of other employees in your company. Target Group: We recommend using this test for positions such as retail clerks, finance clerks, customer service representatives. Number of items: 50 Time Limits: 6 minutes Validity: On average, this test is significantly related r=.30** with composite job performance ratings; r=.22* with productivity; r=.24* with dependability; r=.28** with ability to work under stress; r=.20* with productivity; r=.28* with new learning; r=.37** with quality; r=.23* with teamwork; r=.29** with overall job performance rating. Sample Items: 1. 12 + 9 = ______ 2. 87 - 25 = ______ 3. 1/9 of 45 = ______ 4. 20% of $130 = ______ Math Test for Setup Positions Purpose: This test contains math problems that are often found in industrial settings. It measures ability to solve basic arithmetic (adding, subtracting, multiplying and dividing) decimals, ranges, metric measurement, and analyzing graphical - math reasoning problems. Difficulty level is approximately ninth grade competency. When to use it: The test should be used when employees must use math skills to solve various problems of a technical nature, typically ones that require math competence for advanced mechanical functions. High Scorers: People scoring high on the Math Test for Setup Positions tend to be efficient in handling their duties. They can work independently to solve fairly complex quantitative problems and they tend not to make many math or math reasoning errors. Low Scorers: People scoring low on this test do not profit well from instruction on how to solve basic math problems in the work place. They are easily confused by math problems and tend to depend on others to handle these aspects of the job. Target Group: We recommend using this test for positions such as: Machine Setup, Maintenance Technicians, etc. Number of items: 40 Time Limits: 15 minutes Validity: On average, this test is significantly related r=.30** with composite job performance ratings; r=.22* with productivity; r=.24* with dependability; r=.28** with ability to work under stress; r=.20* with productivity; r=.28* with new learning; r=.37** with quality; r=.23* with teamwork; r=.29** with overall job performance rating. Sample Items: 1. 14 + 28 = ______ 2. 59 – 14 = ______ 3. 12 x 125 = ______ 4. 135 ÷ 15 = ______ 5. 2.11 + .078 = ______ 6. Which number is larger? 0.159 OR 1.520 = ______ 7. Is 12 within the range of 10 +/- 3 = ______ Shown below is a dial that is pointing to a setting of 5. You can increase the setting by turning it to the right. Or you can decrease the setting by turning it to left. One quarter turn (1/4) equals a .02 change in the setting, 8. How many quarter turns are required to achieve a setting of 5.08? 9. Which direction would you turn the dial. _____ Left _____Right Measurement Math Test Purpose: This test measures someone knowledge of how to use an inches ruler and a centimeter ruler. When to use it: The test should be used when employees must use rulers to measure things and to do simple math problems using rulers. High Scorers: People scoring high on this test understand how to measure in inches or centimeters. Low Scorers: People scoring low on this test need remediation in how to use a ruler. Target Group: We recommend using this test for positions such as: entry-level industrial workers, manufacturing professionals, construction workers, etc. Number of items: 20 Time Limits: Untimed Validity: Content validity based on Subject Matter Expert reports of job content. Scores are reported as "Percent Correct." Sample Items: Using the inches ruler below, what is the distance between point A and point B? a. 1/2 inch b. 3/4 inch c. 3/8 inch d. 5/8 inch e. 6/16 inch Using the inches ruler below, what is the distance between point B and point C? a. 1/2 inch b. 3/4 inch c. 3/8 inch d. 5/8 inch e. 6/16 inch Reading / Clerical Clerical Forms Comprehension Test Purpose: This test requires the candidate to search for specific information from a page of complex set of data, then type in the information in an accurate manner onto a template on the computer. When to use it: The Clerical Forms Comprehension Test should be used to evaluate whether people are capable of quickly searching for information, then remembering it long enough to type it in a new location. High Scorers: People scoring high on the Clerical Forms Comprehension Test are quick to complete administrative tasks and they do not make many errors. This test predicts who can type in information quickly onto a computer screen. Low Scorers: People scoring low on the Clerical Forms Comprehension Test are somewhat slow in completing their work and they tend to make more errors than expected. Low scorers may not be very familiar with using computer keyboards. Target Group: We recommend using this test for positions such as bookkeeper, administrative assistant, inventory control personnel, shipping & receiving clerk, accounting personnel, finance clerk. Number of items: 50 Time Limits: 3 minutes Validity: We are currently establishing norms for this test. Sample Items: Reading Comprehension Test Purpose: This test assesses reading comprehension for typical written materials found within various companies. When to use it: The Industrial Reading Comprehension Test should be used when employees are expected to be able to read and interpret training materials, MSDS information, company policies, customer correspondence, company memos. High Scorers: People scoring high on this test demonstrate good comprehension of what they read, and they make reasonable judgments and decisions based on what has been communicated in the written documents. High scorers are also fast readers, so they have little difficulty with written materials. They tend to make use of available written materials so that they can be well informed about pertinent information in the company. High scorers respond well to formal training. They also solve problems on their own because they can access written information in policy manuals and equipment instructions. Low Scorers: People scoring low on the Reading Comprehension Test may not be able to grasp written materials very well, or they may be very slow to comprehend print matter. Consequently, they tend not to put much time or effort into reading company documents, thus they often remain ignorant of information that managers feel has already been communicated. Low scorers tend to rely on others to solve problems -- lacking the resources to solve new or non-standard problems, they ask more experienced people for answers they could have obtained on their own. Target Group: We recommend using this test for a wide range of positions from entry-level associates to supervisory personnel. Number of items: 6 passages with 4-6 questions each Time Limits: 16 minutes Validity: On average, this test is significantly related r=.28** with ability to get along with coworkers; r=.21* with overall performance; r=.37** with ability to learn; r=.36** with reasoning ability; r=.24* with skills competence; r=.28** with openness to new learning; r=.29** with overall performance rating. Sample Items: Most auto mechanics advise allowing your car to idle for only about 30 seconds -- even on cold mornings. Racing or idling a cold car (one that hasn't run for at least four hours) causes as much as 90 percent of all mechanical wear in the engine. The main reason for the wear is that very little lubrication is flowing yet, and the metal parts rub against each other and begin to wear out. Idling also uses gas unnecessarily. Sample Questions: 1. What percent of engine wear is caused by idling a cold car? 2. When starting your engine in the morning, how long should you allow it to idle? 3. Why does idling a cold car cause engine wear? Reading Comprehension Test FOR CSRs and Telemarketers Purpose: This test assesses reading comprehension for the types of materials often used by CSRs and Telemarketers. When To Use It: This test should be used when the CSR / Telemarketers will have to comprehend a lot of written material in order to communicate it to customers or to recall information for problem solving. Target Group: We recommend using this test for a wide range of positions that require interface with other people. High Scorers: People scoring high on this test demonstrate good comprehension of what they read and they make reasonable judgments and decisions based on what has been communicated in the written documents. High scorers are also fast readers, so they have little difficulty with written materials. They tend to make use of available written materials so that they can be well informed about pertinent information in the company. High scorers respond well to formal training. They also solve problems on their own because they can access written information in policy manuals and equipment instructions. Low Scorers: People scoring low on this test may not be able to grasp written materials very well, or they may be very slow to comprehend print matter. Consequently, they will have difficulty grasping the information presented in your memos, and they will probably do poorly with suggestive selling or problem solving with customers. Not being able to grasp all the information they need to do their jobs, these employees will find your jobs very stressful and overwhelming, thus creating a lot of turnover. Number of Items: Nine sample company memos with 25 simple fill-in-the-blank questions. Time Limits: 17 minutes Validity: This test is related to general ability (r=.42**), social performance (r=.32**) and selling (r=.28**). Spelling Test Purpose: This test evaluates the degree to which someone can identify commonly misspelled words. When To Use It: This test would be appropriate wherever employees need to be able to spot and correct misspellings. Target Group: People involved in most types of clerical tasks where documents are prepared and need to be proofed before being finalized. High Scorers: People scoring high are more likely to spot commonly misspelled words and make corrections. Low Scorers: People scoring low on this Spelling Test will create spelling errors themselves. When checking others’ work, they will be less likely to spot problems that Word Processing programs do not pick up. Number of Items: 200. Most of the items simply present pairs of words, from which the candidate must select the correct one. There are also 13 sentences with embedded blanks from which the candidate must choose between two homonyms (two words that sound alike but are spelled differently depending on the meaning). Time Limits: There is no time limit. Validity: This test is based on Content Validity. Several books and internet sites that listed misspelled words were used to prepare this list. Scores are presented in terms of “Percent Correct.” Sample Items: In this test, the candidate will look at a pair of words where one is spelled correctly and the other is not. An X is to be placed by the correct choice. Here are three examples: 1.Apparent _______  vs. _______  Apparant 2.Exilarate _______  vs. _______  Exhilarate 3.Mispelled _______  vs. _______  Misspelled The sentences with embedded blanks are similar to the following. She wanted to _______ her friend’s offer to do most of the driving, ______ her insurance would not allow it. (a) accept, except(b) accept, except