VIT
participant
D. Example organisation
HFMtalentindex date
30/6/2011
This This repor reportt was gener generate ated d by the HFMtal HFMtalent entind index ex online online assessment system. The data in this report are based on the answers given by the part partic icip ipan antt on one one or more more psyc psycho holo logi gica call test tests. s. When When interp interpret reting ing this this report report,, the user user should should be aware aware of the limitations of a psychological instrument. HFMtalentindex trains its clients in the use of this report. HFMt HFMtal alen enti tind ndex ex does does not not acce accept pt any any liab liabil ilit ity y for for the the conseq consequen uences ces of the use of this this report report.. No rights rights can be derived from the outcome and content of this report in any way. © 2011 HFMtalentindex. All rights reserved.
Introduction The VIT is a psychometric intelligence test that gives an indication of Mr Example 's level of working and thinking. The test is developed to provide an indication of four sub-areas of what is commonly referred to as general intelligence. These four areas are: numerical reasoning ability, mathematical aptitude, verbal aptitude and logical reasoning ability. The test questions consist of the most common formats employed in psychological analysis: number series, mathematical insight, verbal analogies, and syllogisms. By bringing these capacities together, this test measures the participant's ability to reason from both numerical and textual information.
Report structure The report consists of three parts. The first provides an indication of Mr Example 's overall level of working and thinking. The second part focuses on the individual aptitude areas. Here, you will find Mr Example 's detailed score profile, and a brief explanation of what was tested for each of the four sub-areas. To make optimal use of this report, the third and final part lists some questions which may help you verify the conclusions in this report.
- 1-
1. Total score The results of the VIT give a good indication of Mr Example 's ability to make an inventory of new complex problems, analyse them, identify connections, form an opinion, and formulate solutions. In practice, this means that people who score highly on the test are generally better able to see the big picture and make the right choices in new and complex situations than people who score lower. A person’s intellectual capacities make it either more or less likely that he or she will fill a position effectively and satisfactorily. Additionally, each profile comes with its own specific success and risk factors. This report shows Mr Example 's scores on a nine-point scale. The scores indicate his results compared to a norm population at the University level. The scores within this norm population follow a normal distribution. Each box of the nine-point scale, known as a ‘stanine’, corresponds with a particular percentage of this normal distribution. 1
2
3
4%
7%
12%
4 17%
5
6
20%
17%
7 12%
8
9
7%
4%
The examples shown below illustrate how to interpret the stanine scores in this report: » A stanine score of 5 means that the candidate’s score is average compared to the norm population. In that case, there are as many candidates who are more intelligent than this candidate, than there are candidates who are less intelligent than this candidate. » A stanine score of 7 indicates that only 11% of the candidates from the norm population have attained a higher score (7% in stanine 8 and 4% in stanine 9).
Level of working and thinking Mr Example 's total score is based on the following results: Number of completed questions: 65 Total number of questions answered correctly: 53 Amount of time elapsed: 29.9 minutes (time limit: 30 minutes) The table below indicates how Mr Example scores in comparison to a norm group at the University level. low > high
Mr Example has a clearly above average score on the intelligence test. This means that he is very capable of processing new information, solving complex problems, and identifying connections.
- 2-
2. Aptitude profile Part 2 focuses on the individual aptitude areas. Here, you will find Mr Example 's detailed score profile and a brief explanation of what was measured for each area of the test.
2.1 Score profile The VIT incorporates several aptitude areas to measure what is commonly referred to as general intelligence. These areas are: numerical reasoning ability, mathematical aptitude, verbal aptitude and logical reasoning ability. The tables below indicate how Mr Example scores in each of these areas in comparison to a norm group at the University level.
Numerical reasoning ability (NR) low > high
Mr Example has a slightly above average score on numerical reasoning ability. This means that he is capable of analysing, and reasoning from, abstract numerical information.
Mathematical aptitude (MA) low > high
Mr Example has a clearly above average score on mathematical aptitude. This means that he has a "feel" for numbers and numerical relationships. As a result, he is very capable of working with number-based problems.
Verbal aptitude (VA) low > high
Mr Example has a very high score on verbal aptitude. This means that he has a strong "feel" for words and their mutual relationships. As a result, he is very capable of quickly and accurately working with text-based problems.
Logical reasoning ability (LR) low > high
Mr Example has a clearly above average score on logical reasoning ability. This means that he is very capable of assessing new information and drawing logical conclusions from this information.
- 3-
2.2 Graphical intelligence profile Here we indicate Mr Example 's intelligence profile. This gives you an idea of the mutual relationship between the scores in the individual areas.
Legend NR = Numerical reasoning ability MA = Mathematical aptitude VA = Verbal aptitude LR = Logical reasoning ability
- 4-
2.3 What has been measured? Below, we provide a brief explanation of what each area of the test measures. The type of test that was used can be found behind each heading, in parentheses.
Number-based reasoning ability
Numerical reasoning ability (number series) In this component of the test, the participant is presented with a series of related numbers, for example 2, 4, 6, 8... or 5, 10, 15, 20, 25... The participant must enter the next number in the series on the dotted line. To be able to do so, the subject must discover the rule, or 'order,' of the number series. The principle of number series is well established in testing literature. Generally, what this test measures is described as a sub-component of the broader concept of ‘abstract intelligence’. Solving number series problems calls on the participant's capacity for reasoning, logical evaluation, and ability to draw relationships between numerical data. This requires the ability to distinguish between primary and secondary issues.
Mathematical aptitude (mathematical insight) An example of a question participants face is: Which two different symbols must replace the two question marks in order to make this equation correct? (9 ? 3) ÷ (36 ? 2) = 1.5. In the mathematical aptitude questions, participants are expected to solve mathematical problems, using their insight into relationships between numbers and "feel" for numbers. The main purpose of this section is to measure the ability to spot numerical relationships. The numerical aspect is used to measure the underlying reasoning capacity. In short, this test measures the participant's analytical ability related to numerical information. This requires an ability to work with the relationships in the material presented.
- 5-
Text-based reasoning ability
Verbal aptitude (verbal analogies) In this section, the participant must choose the correct answer to questions such as “Mouse is to elephant as small is to ..." from a number of options. The test measures reasoning by testing the participant's ability to discover relationships between pairs of words (and accordingly, the subject must know these relationships). This section's objective is to complete the sentence to make a logically complete unit. To do this, the subject must select the word that belongs in the blank. This type of question tests the participant's verbal comprehension. By verbal comprehension we mean understanding words and written text and being able to draw relationships between them. The important thing is to be able to draw the relationships between words. This requires an ability to work with the relationships in the material presented.
Logical reasoning ability (syllogisms) An example of this type of question is: Martin is taller than John, John is taller than Jack; is Martin shorter than, the same height as, or taller than Jack? In this section, the participant is required to draw a logical conclusion from textual information. The solution to the problem is hidden within the material itself. The answer required is found by following steps of logical reasoning. These questions must be solved by reasoning logically and drawing logical conclusions. A syllogism consists of three statements. The first statement is of a general nature, and the second is of a specific nature. In a correct syllogism, the third statement must follow logically from the first two. The missing third statement to complete the syllogism must be selected from a series of choices. This requires an ability to distinguish between primary and secondary issues.
- 6-
3. How to measure intelligence in practice? To select people who have the intelligence to be successful, you can try to discover how they have dealt with problems in the past. As part of this process, you can identify six phases of problem-solving: formulating objectives, finding information, determining strategy, determining strategic steps, creatively generating plan and implementing strategy. With the help of the six interview questions listed below, you can determine how the candidate approaches these six phases in practical problem solving. Not all phases are necessarily equally relevant to the position in question. Answer these questions and note the ‘evidence and indicators’ for the person’s problem-solving ability. » Can this person manage a project from beginning to end? » Can this person find and consult relevant sources to obtain correct, up-to-date, relevant, and effective information for solving problems, using library resources, the internet, interviews? » Can this person switch between different strategies when solving problems? » Can this person plan a sequence of steps and actions in a logical and effective manner? » Can this person be creative within the appropriate boundaries? » Can this person perform sufficiently quickly when working with words, numbers, symbols?
- 7-
