Abstract
There are numerous tests and assessment methods covering the areas of ability, aptitude, achievement, and interest. The commonly accepted definitions of these terms are as follows. Ability is a person’s current power to perform a task. Aptitude, on the other hand, is defined as one’s potential to perform a task given maximum training and opportunity. Both of these concepts are intertwined with achievement, which is interpreted as the level that individuals demonstrate their current or past performance. As a concept, interest stands somewhat apart from the other terms. Interest is defined very closely to the word like. For example, a person may like (have an interest) in a sport but have no aptitude or ability in his or her interest. The measurements used in ability and aptitude tests have concentrated on academic or cognitive tasks, whereas interest surveys have typically concentrated on the world or work. One can then contrast these cognitive tests with interest tests. The most highly developed measurement devices in the cognitive domain are the intelligence tests. Because the history of the testing movement, contemporary issues, and debates concerning the future of the testing movement are most dramatically illustrated in relation to the assessment of intelligence, a major portion of this chapter will be devoted to the discussion of the assessment of intelligence, its historical development, current status, and future direction.
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Hale, R.L. (1987). Evaluation of Intelligence, Achievement, Aptitude, and Interest. In: Van Hasselt, V.B., Hersen, M. (eds) Psychological Evaluation of the Developmentally and Physically Disabled. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-1995-3_3
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DOI: https://doi.org/10.1007/978-1-4899-1995-3_3
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