Aptitude tests by cut-e: innovative, short, valid.

For years research has shown that aptitude tests are powerful predictors of long term professional success. Virtually no other tool provides as much added value for HR decision making with comparably small time and effort.

All ability tests in the scales suite developed by cut-e are developed in a way that it is possible to administer the tests without the presence of an administrator. Therefore, all tests cannot only be used for diagnostics, but also for online recruitment and selection processes.

Characteristics of cut-e ability tests make them candidate friendly and robust

All scales aptitude tests have the following characteristics:

  • Self-explanatory through interactive example sequences.
  • Cheat-proof due to item generators. (This unique technology generates an individual test for every participant and thus prevents cheating as no sample solutions exist and learning effects, if tests are repeated, are negligible).
  • Hardware-independent due to vector graphics. The way every task is displayed adapts to the user’s screen setting (resolution and proportion), and thus avoiding any possible negative effects caused by the hardware used or the user’s internet connection.
  • Language availability, in order to guarantee comparability and fairness for participants of different mother tongues. The systems and the instruments are available in many languages.
  • Valid test results with a maximum test time of 15 minutes.
  • Scientifically sound – ensured through continuous standardisation and validation studies in cooperation with companies and universities.
  • Certified by Det Norske Veritas, according to the framework of the International Test Commission.
  • Seamless integration into existing recruitment workflow systems.
  • No barriers in accordance with the provision for creating barrier-free information technology based on the equal opportunities act.

New guide offers best practice on retesting job applicants

The cut-e Guidelines for retesting job candidates, explain 'when' retesting is appropriate, 'what' to retest and 'how' to do it, as well as how to interpret the results and how to communicate effectively with candidates. "Candidates may feel less inclined to cheat if you make it clear during your application process that you'll conduct supervised retesting," said Dr Lochner.

Research supports our psychometric test development

cut-e works with a range of universities for student driven research and has an own International Research Team to constantly research, maintain and improve our online assessments.

An example: Nina Galler, consultant with cut-e, researched the effect of cheating in online assessment for her Bachelor thesis. “With organisations increasingly using online assessment in their recruitment activities it is tempting for candidates to try to manipulate the testing situation and seek ways to cheat. We have looked specifically at a short term memory test, scales stm, and the impact on test results.” The results fed into our test development to help further cheat-proof our tests.

cut-e ability tests in use

Processes can be managed either by cut-e or by clients autonomously. Many different functions are available for entering and adding projects and candidates, for sending e-mails and creating various reports.

The results can be called up simply and easily online. They are clearly arranged in a profile chart, or alternatively narrative feedback reports can be generated.

The system, tests and reports are available in several languages. Additional language versions are available on request. The international and local set of norm groups as well as the language versions are continually updated.

What are the advantages of adaptive testing?

Adaptive testing offers a number of advantages compared to conventional testing, which has been developed on the basis of the classical testing theory. Dr Katharina Lochner, Research Director at cut-e, explains how adaptive testing works.

What is adaptive testing?
Lochner: “In adaptive testing, the test or the questionnaire is adapted to the answers given by the candidate. We evaluate cognitive capacity like numeracy-based logic or concentration. In this case, the candidate is automatically presented with a task (item) that will give us maximum information. By way of the questionnaire, we aim to find out something about personality, skills, motives or values, and evaluate which aspects of these are more or less prominent in an applicant. We achieve this by comparing different elicited characteristics. With an adaptive questionnaire, you need not compare each concept with each other, but only those that are similar.”

What advantages are there to adaptive testing?
Lochner: “In a test, the candidate does not need to process any tasks that are either too easy or too difficult for him. This reduces the processing time. Furthermore, the candidate is not bored by items that are too easy for him and does not feel overwhelmed by those too difficult. By using a questionnaire, a similar effect is experienced: In that the applicant does not need to grapple with unnecessary statements, the processing time is considerably reduced. This is not only more agreeable for applicants, but also better for the company to which they are applying. A study has proven that many applicants abort the processing of a questionnaire when it takes more than 20 minutes. Those who quit the procedure are to a large extent the very good candidates that are of interest to the company. It is these candidates who should not be expected to work on annoyingly long questionnaires, as they also have good chances in the application procedures at other companies.

A further advantage is that adaptive methods make tests and questionnaires more secure. Each individual execution of a test is different – different items are presented. This makes it impossible for candidates to obtain any answers prior to the test and thereby cheat in the application process.”

Are there any disadvantages to adaptive testing?
Lochner: “Aside from the obvious advantages in the application, there is an extra effort and expense in developing adaptive tests and questionnaires.” A very large pool of items is required as well as large-scale sampling for testing and validation. This takes time as well as financial investment. The compiling of an adaptive test is only worthwhile if enough candidates are expected. In addition, processing usually has to be done electronically. Before computers were in daily use, there were attempts to employ adaptive testing using paper and pencil. This proved cumbersome, and at times impossible.

For the candidates, an adaptive method implies not being able to go back to an item and modifying a previous answer. Answers, once given, cannot be changed. Moreover, items are processed one at a time, that is, the item that is visible to the candidate. No item can be skipped, either. Both (not being able to move back nor forward) may cause a certain degree of stress in the candidate taking the test. Furthermore, there are no two identical tests or questionnaires as in non-adaptive methods, in which all candidates receive the exact same items.”

White Paper adaptive testing

White paper adaptive testing

With the adalloc method the company cut-e offers a new and unique technology for adaptive measurement of different types of concepts. The adalloc method is suitable for measurement of competencies, personality dimensions, attitudes, interests, and values, as well as for the assessment of job requirements. 

Is there an easy way to match a candidate’s abilities to the requirements of any job?

The Occupational Information Network (O*NET) is an online database containing validated information on hundreds of different occupations, including the knowledge, skills, abilities and education level required in each role. It is the definitive reference source for jobs worldwide.

At cut-e, we've linked to the O*NET database and created an online cut‑e product finder, which allows you to search for any job role. For example, search for 'psych' and you'll see a list of possible roles including clinical psychologist, psychiatrist and psychiatric technician. You can then click to obtain more information about your chosen role, directly from the O*NET database, including the activities and tasks involved and the typical salaries available. We've also analysed the requirements of each job and created a list of recommended assessments from our portfolio which would help you to assess applicants for every role.

Usually, before utilising an assessment test, you'll want to conduct a pre-screening validation study to ensure that your chosen test reflects the requirements of the role (content validity) and that it measures the relevant traits (construct validity).

It can be challenging to undertake these validation studies for every job. However, because the O*NET database tells you the components required in the role, you can speed up this process by apportioning validity on the basis that your tests have already been validated elsewhere against those particular components and attributes. This is called 'synthetic validity'. In some countries, this counts as sufficient validation. In other countries, such as the US and the UK, you would still have to undertake a post-screening validation to ensure your test is predicting what it's meant to predict (criterion validity).

At cut-e, we have 30 different scales ability tests which cover verbal and numerical abilities, abstract logical abilities, special knowledge/skills and specific cognitive abilities such as reaction speed, multi-tasking capability and short-term memory.

You can combine our tests to assess for the specific knowledge, skills and abilities required in any job. Instead of having to go through a different report for each ability test, you'll get a single, validated report which provides a 'match score' for each candidate against the specific role. This makes it much easier and quicker for you to select the best candidates.

Aptitude tests in use: How to combat fraud and verify results

You need to create an ‘honesty contract’ with your candidates. Make it clear that they will be re-tested if/when they’re invited for interview and that any major discrepancies will be investigated. 

More importantly, you need to make sure that the instruments you use are stable and fake-proof in themselves, by using technologies such as item generator concepts and adaptive testing, but also by designing item formats that are actually hard to break. At cut-e, we have developed all our measurement tools for unsupervised online use from the onset, and always with an eye on how to make them as fake-proof as possible.

Ask the expert: How can online aptitude tests be developed to protect against cheating?

Often there are some reservations regarding online assessment, especially when applied in an unsupervised manner. cut-e, as an expert in online psychometrics, regularly receives questions from clients about this matter. We have answered some of the most frequently asked questions.

Respondent identity – who is taking the assessment?
When using online assessment instruments, companies are often uncertain, if the candidates take the tests on their own, or if someone else helps or has been included to produce a better result. How do you know that the person who took the test is actually your candidate, and if they did the test on their own?

The use of online assessment is most effective when selecting people from a large pool of applicants. The purpose of using online assessment tools in pre-selection is to rule out applicants with insufficient test-results (so called negative selection). An applicant who does well online is then invited to a job interview and/or a more in depth assessment. They can be and should be tested again when they come on site (so called re-test) in combination with additional measures of abilities. At this point it will become obvious if test results are much lower than during the online screening, indicating some sort of irregularity.

One easy way to lower motivation for cheating is by describing the retesting process before administering online test. This usually eliminates the problem. Practical experience shows that false identity attempts are no longer an issue where this process is used.

Training for tests – can candidates practice?
Cognitive abilities can be trained. Therefore, the performance in online tests can be improved, or so goes the assumption.

While this seems to be true, it doesn’t affect selection processes so much, because tests would have to be trained over a long period of time in order to create significant improvements in performance.

An example: Imagine you needed a good track runner. In order to select the best runner you would measure their running time. Let’s say a candidate works out intensely one day before the test-run. This will have a small or even negative effect on his test performance. But, if he would train his running-skills for six months prior to the test, his performance will improve. You will be happy to see such a good performance and chose the candidate. The candidate’s sustained effort and practice will eventually result in a better runner. The same goes for cognitive abilities.

Sample solutions - Won’t answers for online tests be passed around?
Access to sample solutions in the Internet is a genuine problem for traditional tests. Therefore, one has to be careful not to design online tests that are static. It is vital that there are many different versions of tests that draw their items from an item-pool, a so-called item-generator. This way every candidate gets his or her individualized test version of selected but comparable test items. Sample solutions will no longer help the candidate. Countless parallel versions can be generated with an item-pool, and the probability of two candidates getting the same test is smaller than winning the lottery ten times in a row. By attributing a difficulty rating to the different items, it is guaranteed that the overall difficulty remains the same for each candidate.

Support tools – can they be used to cheat?
What about the use of calculators or support tools to gain an advantage on the tests?

The challenge is in the development of the test. Test exercises have to be designed in a way that support tools have no benefit at all. If, for example, a test to measure skills in calculation is developed, it should be designed in a way that the use of a calculator has no added benefit at all. For example, candidates are asked to fill blank spaces with equation or other symbols used in calculation. This requires logical thinking and is not a mere operational task. An alternative would be to specify in the instructions that use of a calculator is permitted to all candidates, but then somewhat different skills are measured.

Overview scales aptitude tests

Abstract logical abilities

  • scales cls - Inductive-logical Thinking

    What does this assessment measure?

    Inductive reasoning

    What is the task?

    The test-taker is presented with two different categories of tables. The task is to work out the rules and interrelationships which assign tables to two different categories and then to assign new tables to the adequate categories.

    Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, which is important when running unsupervised online administrations.

  • scales clx - Inductive logical reasoning

    What does this assessment measure?

    Inductive logical reasoning

    What is the task?

    The test-taker is presented with two different categories of tables. In this test the task is to find out rules and relationships within a given pattern and to apply these rules to other patterns.

    Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, which is important when running unsupervised online administrations.

  • scales fx - Deductive-logical Thinking

    What does this assessment measure?

    Deductive reasoning

    What is the task?

    The test taker is presented with complex cause-and-effect-chains and is required to find out the operating mode of an element by means of exploration. The format of the assessment means that guessing the answer correctly is hard to do. 

    Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, which is important when running unsupervised online administrations.

  • scales ix - Inductive-logical Thinking

    What does this assessment measure?

    Logical thinking ability

    What is the task?

    The test taker is presented with several objects which all except one - are governed by a single over-arching rule. The test taker must identify this rule and then select the object that does not match that rule.

    Each test is created by a test generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, which is important when running unsupervised online administrations.

  • scales lst - Deductive-logical Thinking

    What does this assessment measure?

    Deductive reasoning

    What is the task?

    The test taker is presented with a grid containing several objects. Each object appears only once per row and per column. One cell in this grid shows a question mark. The task is to work out which object has to be displayed in the cell marked with the question mark.

    Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, which is important when running unsupervised online administrations.

  • scales sx - Deductive-logical Thinking

    What does this assessment measure?

    Deductive reasoning

    What is the task?

    The test taker is required to choose the correct operators for receiving a specific result. Within each task objects are interchanged according to a specific rule. The task is to identify this rule and choose the correct operator.

    Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, which is important when running unsupervised online administrations.

  • Situational Judgement Test

    What does this assessment measure?

    Behaviours given specific work-based scenarios.

    What is the task?

    The test taker is presented with descriptions of real-life work situations and is asked: what would you do if faced with this situation? These scenarios reflect the everyday decisions that people in the specific role may need to make. The test takers’ responses are compared to the answers considered to be the right action by 'subject matter experts' on the role.

Numerical abilities

  • scales eql - Numeracy

    What does this assessment measure?

    Basic numeracy

    What is the task?

    The test taker is presented with a series of tasks. Each task consists of an equation with gaps and a given result. The task is to fill the gaps with numbers so that the given result is correct.

    Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, which is important when running unsupervised online administrations.

  • scales numerical (admin) - Numerical Reasoning

    What does this assessment measure?

    Numerical reasoning

    What is the task?

    Numerical information is presented to the test taker in tables, lists and diagrams. The test taker is required to use this information in order to answer different questions. Throughout the assessment the same company scenario and fictional character are used.

    Each test is created by a databased test generation at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, which is important when running unsupervised online administrations.

  • scales numerical (consumer) - Numerical Reasoning

    What does this assessment measure?

    Numerical reasoning

    What is the task?

    The test taker is presented with complex numerical information in tables and charts from which the test taker needs to draw logical conclusions. The look and feel of the test reflects modern office software.

    Each test is created by a databased test generation at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, which is important when running unsupervised online administrations.

  • scales numerical (finance) - Numerical reasoning

    What does this assessment measure?

    Draw logical conclusions from complex numerical information

    What is the task?

    The test taker is presented with complex numerical information in a number of tables and charts and is required to draw logical conclusions based on this. The test assesses the ability to find and retrieve relevant information when confronted with different types of question.

    Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, especially important for unsupervised, online administration. 

  • scales numerical (industry) - Numerical Reasoning

    What does this assessment measure?

    Draw logical conclusions from complex numerical information

    What is the task?

    The test taker is presented with complex numerical information in a number of tables and charts and is required to draw logical conclusions based on this. The test assesses the ability to find and retrieve relevant information when confronted with different types of question.

    Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, especially important for unsupervised, online administration.

  • Situational Judgement Test

    What does this assessment measure?

    Behaviours given specific work-based scenarios.

    What is the task?

    The test taker is presented with descriptions of real-life work situations and is asked: what would you do if faced with this situation? These scenarios reflect the everyday decisions that people in the specific role may need to make. The test takers’ responses are compared to the answers considered to be the right action by 'subject matter experts' on the role.

Specific cognitive abilities

  • scales blo - Working Memory

    What does this assessment measure?

    Short-term memory and the capacity of sensory memory

    What is the task?

    The test taker is presented with an image on-screen and must decide quickly if the image presented is the same as that of the second to last picture shown.

    Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, which is important when running unsupervised online administrations.

  • scales clues - Information Handling

    What does this assessment measure?

    Information handling in complex situations

    What is the task?

    The test-taker is presented with a project manager’s email inbox who has left the company suddenly. The test-taker is tasked to take over and to action what is necessary. The look and feel of the test reflects common office software.

  • scales cmo - Monitoring Ability

    What does this assessment measure?

    The ability to monitor activity on-screen.

    What is the task?

    The test taker is presented with a number of moving objects and is required to identify the number of these.

    Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, which is important when running unsupervised online administrations.

  • scales cvt - Colour Vision

    What does this assessment measure?

    Ability to differentiate between colours

    What is the task?

    The test taker is presented with an incomplete colour wheel and is required to fill in the missing colours correctly to demonstrate the ability to differentiate between colours.

    This means that the assessment is different for each test taker thereby helping to prevent cheating, which is important when running unsupervised online administrations.

  • scales e3+ - Ability to Concentrate

    What does this assessment measure?

    The ability to concentrate

    What is the task?

    The test taker is presented with different elements and needs to react to them in a certain way as fast as possible.

    Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, which is important when running unsupervised online administrations.

  • scales fan - Memory for Faces and Names

    What does this assessment measure?

    Memory for faces

    What is the fact?

    In a first step the test taker is presented with images of named people. Afterwards, the task is to assign the correct family name to the previously shown people.

    Each test is created by a test generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, which is important when running unsupervised online administrations.

  • scales lct - Learning Efficiency

    What does this assessment measure?

    The ability to remember objects in the right order and learning aptitude.

    What is the task?

    The test taker is presented with different objects that are displayed consecutively on-screen. The task is to remember the order in which they have been presented.

    Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, which is important when running unsupervised online administrations.

  • scales mem - Spatial Memory

    What does this assessmemt measure?

    Spatial memory

    What is the task?

    The test taker is required to memorise traffic signs and their position. High scores indicate good perceptual abilities and a good short term memory.

    Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, which is important when running unsupervised online administrations.

  • scales mt (avi) - Multi-tasking Capability

    What does this assessment measure?

    The ability to collect information quickly and accurately within an air traffic control environment.

    What is the task?

    The test taker is presented with different task elements to complete simultaneously on-screen. The special task of the scales mt (avi) is to align a runway so that an aircraft approaching may land on it safely.

    Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, which is important when running unsupervised online administrations.

  • scales mt (drv) - Multi-tasking Capability

    What does this assessment measure?

    Ability to multi-task

    What is the task?

    The test taker is presented with three different tasks and is required to work through these simultaneously. These tasks include responding to a signal under time pressure, focused calculation and focused checking. Immediate feedback is given regarding their answer and the test includes graduated difficulty levels.

    Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, which is important when running unsupervised online administrations.

  • scales mt (sales) - Multi-tasking Capability

    What does this assessment measure?

    Ability to multi-task

    What is the task?

    The test taker is presented with three different tasks and is required to work through these simultaneously. These tasks include identifying faces which have been presented immediately before, focused calculation and focused checking. Immediate feedback is given regarding their answer.

    This test includes graduated difficulty levels.

    Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, which is important when running unsupervised online administrations.

  • scales mt (sonic) - Multi-tasking Capability

    What does this assessment measure?

    Ability to multi-task

    What is the task?

    The test taker is presented with three different tasks and is required to work through these simultaneously. These tasks include hand-eye coordination, focused calculation and focused checking. The special characteristic of this test is the audio task: A sound sequence is played, which includes five randomly chosen letters of the phonetic alphabet. The task is to identify whether a letter is played twice during the sequence. Immediate feedback is given regarding their answer.

    Owing to the task which includes the sound sequence, scales mt (sonic) requires a controlled and standardised setting. Consequently, the test must be carried out in a controlled setting (for example Onsite-AC) and furthermore on a Desktop PC.

  • scales mt - Multi-tasking Capability

    What does this assessment measure?

    The ability to multi-task

    What is the task ? 

    The test taker is presented with three different tasks and is required to work through these simultaneously. These tasks include catching a falling ball, focused calculation and focused checking. Immediate feedback is given regarding their answer and the test includes graduated difficulty levels. Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, which is important when running unsupervised online administrations.

  • scales nav - Sense of Direction

    What does this assessment measure?

    Sense of direction

    What is the task?

    The test taker is required to determine in which direction a vehicle is heading after various driving manoeuvres. High scores indicate the ability to maintain spatial orientation even after many changes of direction, for example while driving a car.

    Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, which is important when running unsupervised online administrations.

  • scales ndb - Spatial Orientation

    What does this assessment measure?

    Sense of orientation

    What is the task?

    The test taker is required to specify the position and course of an aircraft relative to a non-directional beacon with the aid of a gyrocompass and a radio compass.

    Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, which is important when running unsupervised online administrations.

  • scales rt - Reaction Speed

    What does this assessment measure?

    Speed of reaction

    What is the task?

    The test taker is presented with objects on screen and must react as quickly as possible when two objects that are the same appear.

    Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, especially important for unsupervised, online administration.

  • scales spc - Spatial Reasoning

    What does this assessment measure?

    Spatial ability and visual thinking

    What is the task?

    The test taker is required to find mistakes in a copy of a pattern that is presented onscreen. The copy could be rotated, mirrored, or rotated and mirrored.

    Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, especially important for unsupervised, online administration.

  • scales spr - 3D Spatial Reasoning

    What does this assessment measure?

    Spatial reasoning

    What is the task?

    The test taker is presented with a number of labelled geometric shapes on screen and needs to create a pattern which, if folded, would create the geometric shape shown.

    Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, especially important for unsupervised, online administration.

  • scales stm - Short-term Memory

    What does this assessment measure?

    The capacity of short-term memory and the ability to make detailed observations

    What is the task?

    The test taker is presented with a number of different pictures or images and the task is to memorise these and to indicate which are identical to the ones already seen earlier in the test.

    Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, especially important for unsupervised, online administration.

  • scales xw - Complex Control

    What does this assessment measure?

    Eye-hand coordination

    What is the task?

    The test taker is presented on screen with a number of rotating obstacles and is required to avoid colliding with them whilst navigating across the screen.

    Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, especially important for unsupervised, online administration.

  • Situational Judgement Test

    What does this assessment measure?

    Behaviours given specific work-based scenarios.

    What is the task?

    The test taker is presented with descriptions of real-life work situations and is asked: what would you do if faced with this situation? These scenarios reflect the everyday decisions that people in the specific role may need to make. The test takers’ responses are compared to the answers considered to be the right action by 'subject matter experts' on the role.

Specific knowledge

  • scales lt-d - Language Skills - German

    What does this assessment measure?

    German language ability

    What is the task?

    The test taker is assessed across three aspects of the German language: fluency, vocabulary and spelling. The assessment contains an element of speed as well as power and the content presented is determined by the individual’s responses to previous items. This means that the tests is as short as possible and is suitable for all levels of German language.

    Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, which is important when running unsupervised online administrations.

  • scales lt-e - Language Skills - English

    What does this assessment measure?

    English language ability

    What is the task?

    The test taker is assessed across three aspects of the English language: fluency, vocabulary and spelling. The assessment contains an element of speed as well as power and the content presented is determined by the individual’s responses to previous items. This means that the tests is as short as possible and is suitable for all levels of English language.

    Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, which is important when running unsupervised online administrations.

  • scales lt-no- Language Skills Norwegian

    What does this assessment measure?

    Norwegian language ability

    What is the task?

    The test taker is assessed across three aspects of the Norwegian language: fluency, vocabulary and spelling. The assessment contains an element of speed as well as power and the content presented is determined by the individual’s responses to previous items. This means that the tests is as short as possible and is suitable for all levels of Norwegian language.

    Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, which is important when running unsupervised online administrations.

  • scales lt-se - Language Skills - Swedish

    What does this assessment measure?

    Swedish language ability

    What is the task?

    The test taker is assessed across three aspects of the Swedish language: fluency, vocabulary and spelling. The assessment contains an element of speed as well as power and the content presented is determined by the individual’s responses to previous items. This means that the tests is as short as possible and is suitable for all levels of Swedish language.

    Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, which is important when running unsupervised online administrations.

  • scales mtu - Mechanical Reasoning

    What does this assessment measure?

    Mechanical and technical understanding

    What is the task?

    The test taker is presented with a mechanical graphic element and is asked to identify the correct answer from multiple choice options about the element. This test covers mechanical and technical understanding in several areas.

    Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, which is important when running unsupervised online administrations.

  • scales tmt - Applied Numeracy

    What does this assessment measure?

    The ability to calculate in four different subject areas

    What is the task?

    The test taker is required to apply numerical knowledge in four areas. These are: translation of units; the rule of three; a percentage calculation and calculation of areas and spaces.

    Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, especially important for unsupervised, online administration. 

  • Situational Judgement Test

    What does this assessment measure?

    Behaviours given specific work-based scenarios.

    What is the task?

    The test taker is presented with descriptions of real-life work situations and is asked: what would you do if faced with this situation? These scenarios reflect the everyday decisions that people in the specific role may need to make. The test takers’ responses are compared to the answers considered to be the right action by 'subject matter experts' on the role.

Verbal abilities

  • scales verbal (admin) - Verbal Reasoning

    What does this assessment measure?

    Find and use information from different type of written sources 

    What is the task?

    The test taker is presented with a number of articles, lists and instructions and must seek out the information needed to answer specific questions. It uses a fictional character and company scenario throughout the assessment.

    Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, especially important for unsupervised, online administration.

  • scales verbal (consumer) - Verbal Reasoning

    What does this assessment measure?

    The ability to draw logical conclusions from complex verbal information.

    What is the task?

    The test taker is presented with a range of written information and is required to locate the relevant information, and draw logical conclusions from this to answer the questions. The look and feel of the test reflects common office software.

    Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, especially important for unsupervised, online administration.

  • scales verbal (finance) - Verbal Reasoning

    What does this assessment measure?

    The ability to draw logical conclusions from complex verbal information.

    What is the task?

    The test taker is presented with a number of articles, lists and instructions and must seek out the information needed to answer specific questions. The look and feel of the test reflects common office software.

    Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, especially important for unsupervised, online administration.

  • scales verbal (industry) - Verbal Reasoning

    What does this assessment measure?

    Ability to draw logical conclusions from complex verbal information

    What is the task?

    The test taker is presented with a number of articles, lists and instructions and must seek out the information needed to answer specific questions. The look and feel of the test reflects common office software.

    Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, especially important for unsupervised, online administration.

  • scales verbal (instruct) - Understanding of basic Instructions

    What does this assessment measure?

    Understanding of texts and evaluation of information.

    What is the task?

    The test taker is presented with a range of simple instructions and instruction manuals and is then required to evaluate – as fast as possible – whether a statement that refers to a text is correct or incorrect.

    Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, especially important for unsupervised, online administration. 

  • Situational Judgement Test

    What does this assessment measure?

    Behaviours given specific work-based scenarios.

    What is the task?

    The test taker is presented with descriptions of real-life work situations and is asked: what would you do if faced with this situation? These scenarios reflect the everyday decisions that people in the specific role may need to make. The test takers’ responses are compared to the answers considered to be the right action by 'subject matter experts' on the role.

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