Differential Aptitude

Tests
Results Feedback
 Why we do the DATs?
 Help students to choose educational and career options
on the basis of strengths and weaknesses.
 Help students to understand better why they do
well/poorly in some subjects.
 Broaden student’s horizons by suggesting new and
expanded career options consistent with tested abilities.
 Raise the level of occupational aspirations or change
their direction.
 Motivate an underachiever by identifying strengths that
were unrecognised or underestimated.
 Supplementing existing achievement data to facilitate
admission to educational courses or apprenticeships.
 For the experience, some courses/careers have similar
type tests.
 Explanation of Percentile
Rank
 Places a pupil’s ability on a scale from 1-99.
 The point at which the scores fall shows the pupil’s
position compared with others of the same age.
 E.g. A score falling at percentile rank 38 would
show that a pupil is better than 38% of the
population of pupils of the same age.
 62% would be expected to achieve higher scores.
 A score falling at percentile rank 30 would show that
the pupil’s performance on that test was weaker
than 70% of the population of pupils of the same
age.
 The Bell Curve
Bell Curve Diagram
 Aptitude

 Tendency; Inclination

 Natural Ability

 Readiness to Learn

 Personal
Strengths/Weaknesses
 What is Measured?

 Verbal Reasoning
 Numerical Reasoning
 Abstract Reasoning
 Perceptual Speed and Accuracy
 Mechanical Reasoning
 Space Relations
 Spelling
 Language Usage
 {Educational Aptitude}
 Verbal Reasoning

 This test measures the ability to reason

with words and to think logically.
 Important for work involving communicating
ideas or understanding written material.
 Highly important in academic courses.
 Sample Careers/courses; Law, Journalism,
Social Work, Arts, European Studies,
Media, P.R., Advertising, Education….
 Sample subjects; English, History,
Languages….
 Numerical Reasoning
 Measures the ability to reason with numbers and to
deal intelligently with quantitative measures.

 In order to ensure that the reasoning rather than the

computational facility is stressed, the computational
level of the problem is low.

 Sample careers/courses; Finance, Science,

Accounting, Banking, Architecture, Engineering….

 Sample subjects; Maths, Physics, Chemistry,

Applied Maths, Accounting, Economics….
 Abstract Reasoning
 Non-Verbal/Non-Numerical measure of
reasoning power.

 It assesses how well one can reason with

geometric figures or designs.

 Sample careers/courses; Engineer, Doctor,

Scientist, Musician, Software Design,
Teacher, Computer Programmer,
Mechanic, Management…

 Sample Subjects; Physics, Chemistry,

Biology, Music, History, Art…
Perceptual Speed & Accuracy
 Measures the ability to compare and mark written
lists quickly and accurately.
 Test items do not call for reasoning skills the
emphasis is on speed.
 Important for scientific or technical work where
precision is necessary.
 Sample careers/courses; I.T. Lab. Technician,
Office Administration, Surgeon, Forensics…..
 Sample subjects; Important in all subjects but the
main challenge occurs at examinations.
 This score may have implications regarding all the
others
 Mechanical Reasoning

 Measures the ability to understand basic

mechanical principles of machinery, tools
and motion, and the laws of everyday
physics

 Sample careers/courses; Engineer,

Mechanic, Electrician, Technician, Science,
Product Design…

 Sample subjects; Physics, Applied Maths…

 Space Relations
 Measures the ability to visualise a three-
dimensional object from a two-dimensional
pattern and to visualise how this object
would look if rotated in space.

 Sample careers/ courses; Art, Design,

Architecture, Engineering, Carpentry,
Dentistry, Photography, Fashion Design….

 Sample subjects; Art, Home Economics,

Technical Graphics…
 Spelling

 Measures ability to spell

common English words.

 This is a basic skill necessary in

many academic and vocational
pursuits, especially in courses
requiring written reports.
 Language Usage
 Measures the ability to detect errors in
grammar, punctuation and capitalization.

 Sample careers/ courses; Writing,

Teaching and almost all University
courses.

 Sample subjects; All subjects, all exams

 Language Usage and Spelling are included

in the DAT because the skills they measure
are important in so many areas of
education and work.
 Educational Aptitude

 Verbal Reasoning and

Numerical Reasoning combined.

 This score provides the best

general measure of educational
aptitude or the ability to learn
from books and Teachers and to
perform well in academic
subjects.
 Subject Choice

Your choice of subjects should

include those subjects;

 Which are required/necessary to get

into your intended course(s) or career.
 Which you are interested in and
prepared to work at… a particular grade
at a particular level may be required.
 Which suit your particular strengths
and talents.
 Which will help you to gain sufficient
points to get into your chosen course.
 Subject Groups
 Language Group; Irish, English, French, Spanish.

 Science Group; Maths, Physics, Chemistry,

Biology, Applied Maths

 Business Group; Business, Economics,

Accountancy

 Social Studies Group; Art (including crafts), Music,

Home Economics (Social and Scientific)

 Humanities Group; History, Geography, Religious

Education, Classical Studies
 Essential Subjects
 There are very few essential subjects.
 English, Maths and Irish are compulsory subjects
(unless an Irish exemption has been granted).
 Studying a modern language is also highly
advisable especially in keeping options open for
university. Required by NUIM,NUIG, UCC and
UCD, but not all faculties!
 Science is required for Medicine (2)veterinary
and dentistry also require 2, most science,
engineering, pharmaceutical and dietetics
courses.
 Pupils may then choose their other subjects.
Points will be calculated using the best 6 results.
 Students take 7 subjects, 3 core plus 4 optional.
 Avoid these ideas!
 None of my friends are doing that
subject; so I’m not doing it.
 Only boys do well in that.
 It’s an easy ‘A’.
 If I don’t do it for L.C. then I
can’t do it in college.
 Doing 8 subjects will give me a
better chance/more options.
 I’m already good at it so I will not
need to do much work.
Any Questions?