APTITUDE BATTERY FOR

CAREER COUNSELLING
Rashmi Basera
M.Phil 1st Year
 INTRODUCTION TO ABCC

Developed By: Dr. Narinder Singh & Namita Thakur, Tarana Kapoor

1. Introduction to Aptitude Tests

2. Theoretical Definitions
Definition: Aptitude = innate + learned + acquired ability.
Purpose: To measure an individual’s potential to acquire skills Freeman (1965): Aptitude: capacity to
with training. acquire skills/knowledge (e.g., music,
language, mechanical).
Nature:
Work-related perceptions, judgment, reasoning. Awasthy & Kaur (2009): Psychological
Time-limited, right/wrong answers. condition/characteristics enabling
training.
Age Range: 13 years to 19 years

Uses:
Career/education choices.
Know strengths/weaknesses.
Suggest new career options.
Modify aspirations.
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 DIMENSIONS MEASURED BY DIFFERENT APTITUDE TESTS

Number of General Aptitude Differential Aptitude David's Battery of Aptitude Battery

Dimensions Tests Battery Tests (DAT) Differential Abilities for Career
(GATB) (DBDA) Counselling (ABCC)

1 General Learning Spelling and Language

Ability Usage
2 Numerical Numerical Ability Numerical Ability Numerical Ability
Aptitude
3 Verbal Aptitude Verbal Reasoning Verbal Ability Verbal Ability

4 Spatial Aptitude Abstract Reasoning Spatial Ability Spatial Ability

5 Clerical Perception Clerical Speed and Administrative Ability Critical Reasoning

Accuracy
6 Form Perception Space Relations Closure Ability Abstract Reasoning

7 Motor Mechanical Reasoning Mechanical Ability Mechanical

Coordination Reasoning
8 Manual Dexterity Reasoning Ability Test of Acuteness

9 Finger Dexterity
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 NUMERICAL ABILITY TEST

•Purpose: Measures ability to work with numbers in varied formats.

•Developer: Awasthy & Kaur (2009).

•Derived from earlier aptitude batteries (DAT, GATB, DBDA).
•Adapted for Indian students (cultural & linguistic appropriateness).

•Skills assessed:
•Arithmetic operations (addition, subtraction, multiplication, division)
•Percentages, ratios, and proportions
•Interpretation of tables, diagrams, and graphs

•Mode: Paper-pencil, no calculators allowed.

•Utility: Predicts competence in careers requiring quantitative reasoning (business, engineering,

sciences, finance).

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 NUMERICAL ABILITY TEST
Types of Questions

Test Instructions •Basic Arithmetic: Subtraction, multiplication (e.g.,

•Number of items: 25 questions

1044 – ? = 15)

•Time allotted: 15 minutes •Percentages & Discounts: (e.g., 30% off Rs.180)

•Materials: Scrap paper & pencil allowed •Algebraic/Proportion Problems: Solve for missing
values
•Response format: Choose correct option (A–E) on answer sheet

•Start only when ready → time pressure is criteria

•Applied Math: Volumes, train problems, staircase
steps
•Estimation Items: Quick approximations instead of
precise calculations
•Data Interpretation: Based on pie charts, tables (e.g.,
bus statistics, women’s employment data)

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 NUMERICAL ABILITY TEST

Scoring & Norms Reliability & Validity

•Scoring: 1 mark for correct, 0 for incorrect; no negative marking.
•Norms: • Reliability:
• Prepared using Mean & Standard Deviation. • Cronbach’s Alpha range: 0.75 – 0.92.
• Performance classified into Very Low, Low, Average, High, Very • Split-Half: 0.72 – 0.88.
High. •Validity:
•Profile Sheet: Aptitude scores plotted graphically for counselling
• Content validity: Checked by experts.
interpretation. • Construct validity: Item-total correlations.
• Face validity: Confirmed with student feedback.

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 NUMERICAL ABILITY TEST

Relevance & Career Linkage

•Relevance in Counselling:
• Identifies students strong in numerical/logical reasoning.
• Guides towards STEM, business, finance, data-driven careers.
•Advantages:
• Objective & time-efficient measure.
• Wide applicability across fields.
•Limitations:
• Test anxiety, cultural exposure to problem types, speed-accuracy trade-off.

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 ABSTRACT REASONING

Definition & Construct

•Definition: The ability to perceive relationships, co-relationships, and patterns in stimuli without relying on
verbal or mathematical knowledge.

•Core construct: Nonverbal/abstract reasoning, a key component of fluid intelligence.

•Types of items:
• Series completion (progressive changes in shape, shading, or rotation)
• Matrix or grid completion (Raven-like 2×2 or 3×3 patterns)
• Analogies (A : B :: C : ?)
• Odd-one-out (identify figure violating the underlying rule)
• Pattern transformations (rotation, reflection, shading changes)

•Purpose: Identify potential for conceptual learning, pattern recognition, and problem-solving under novel
conditions.

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 ABSTRACT REASONING
Test Specifications & Administration
•Number of items: 25 multiple-choice questions

•Time allowed: 20 minutes

•Format: Paper-pencil; responses marked A–E on a separate sheet

•Administration:
• Can be administered individually or in groups in a quiet environment
• Examiner provides standard instructions and worked examples before starting
• No calculators required; scrap paper and pencil allowed for sketches
• Strict adherence to time limit ensures standardized conditions

•Item difficulty: Moderate (most items ~0.50 difficulty), designed to discriminate across a wide range of ability
levels

•Key focus: Speed and accuracy, with emphasis on identifying underlying rules quickly
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 ABSTRACT REASONING

Scoring, Reliability, & Norms

•Scoring system:
• 1 point per correct response; incorrect = 0; no negative marking
• Raw score range: 0–25
• Scores converted into normed categories: Very Low, Low, Average, High, Very High (based on Mean ±
SD)
•Reliability:
• Cronbach’s Alpha: 0.82 (high internal consistency)
• Split-half reliability: 0.80
• Item-total correlations: 0.28 – 0.67
•Norms:
• Standardized on 576 Indian adolescents (ages 14–18) from Punjab, Haryana, Himachal Pradesh, and
Chandigarh; mix of govt. and private schools
• Mean: 15.2; SD: 2.85
• Provides age-appropriate interpretive framework for counseling decisions

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 ABSTRACT REASONING

Practical Applications & Limitations

•Applications in counselling:
• Identify aptitude for careers requiring abstract thinking, pattern recognition, and conceptual
reasoning (STEM, research, IT, design)
• Integrates with verbal, numerical, and spatial subtests to provide a holistic cognitive profile
• Guides course selection, skill development, and vocational counseling

•Strengths:
• Culture-fair and largely independent of language or formal schooling
• Quick administration (20 min) suitable for groups
• Directly measures fluid reasoning, which is predictive of learning new tasks

•Limitations:
• Visual or attentional deficits can confound scores
• Time pressure may disadvantage slow but accurate problem solvers

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 SPATIAL ABILITY

Overview
Theoretical Basis & Relevance
•Measures ability to mentally manipulate, rotate, and
visualize objects in space •Linked to fluid intelligence and visual-perceptual
processing
•Core construct: spatial visualization and orientation •Requires skills such as mental rotation,
transformation, orientation, and assembly
•Critical for careers in design, engineering, architecture, •Supports problem-solving in tasks where visualization
is central
aviation, navigation, defense, robotics

•Evaluates fluid intelligence in spatial contexts, •Applications: STEM domains, aviation, defense,
architecture, surgery, robotics, IT modeling
complementing abstract, numerical, and verbal batteries

•Cultural neutrality: Minimal dependence on language

or prior schooling, making it fair across diverse groups

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 SPATIAL ABILITY
Test Specifications & Administration

Number of items: 35 multiple-choice questions

Time limit: 20 minutes

Formats & tasks:

Mental rotation of objects
Identical shape recognition
Missing piece completion
Map-based direction questions
Shape assembly from cut pieces

Administration:
Individual or group in a quiet room
Paper-pencil format with response sheet
Standardized instructions and practice examples before starting
Strict adherence to timing ensures score validity
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 SPATIAL ABILITY
Scoring, Reliability, & Norms

•Scoring: 1 mark per correct response; no negative marking; range 0–35

•Reliability:
• Cronbach’s Alpha: 0.84
• Split-half reliability: >0.80
• Item difficulty: 0.35–0.70; item discrimination: 0.30–0.65

•Norms:
• Sample: 576 Indian adolescents (ages 13–19; Punjab, Haryana, Himachal, Chandigarh)
• Mean score: 18.5; SD: 4.1
• Interpretation: Very Low → Very High (Mean ± SD & percentile ranks)

•Integration: Scores interpreted alongside abstract, numerical, and mechanical ability for career
guidance

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 SPATIAL ABILITY
Applications, Strengths, & Limitations

•Applications in career counselling:

• High scores: engineering, architecture, aviation, defense, design, robotics, IT (3D modeling)
• Low scores: careers requiring minimal visuospatial processing
• Guides course selection and training recommendations

•Strengths:
• Culture-fair, language-independent, short administration (20 min)
• Holistic measurement via multiple item types (rotation, navigation, assembly)
• Strong psychometric properties (reliable & valid for Indian adolescents)

•Limitations:
• Time pressure may disadvantage slow but accurate test-takers
• Visual impairments or poor prior exposure may affect performance

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 ACUTENESS TEST

Introduction to Acuteness Test

•Purpose: Measures accuracy in following exact information, rules, and instructions

•Cognitive focus: Attention, precision, information processing speed, and concentration

•Test structure: Divided into 2 parts, each assessing different aspects of accuracy and detail
orientation

•Role in career counselling: Identifies candidates with high attention to detail, predictive of
performance in clerical, coding, auditing, and research-oriented professions

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 ACUTENESS TEST
Test Design: Part 1 (Alphabet Circular Counting) Test Design: Part 2 (Identical Code Spotting)
•Format: Circular arrangement of letters A–Z
•Task: Identify the missing letter, then apply directionality rules
Focus: Spotting identical codes among distractors
to count a specified number of steps
Task: Compare strings of letters/numbers/symbols
•Direction rules:
quickly to find exact matches
• ‘+’ = clockwise
• ‘–’ = anticlockwise
Example: “VnK5L” appears twice among options →
•Example: Missing letter = “K”, +6 → Answer = Q
correct answer
•Items: 20 questions, 5 minutes
•Cognitive skills measured: Items: 15 questions, 5 minutes
• Visual scanning
• Sequential processing Cognitive skills measured:
• Working memory Pattern recognition
Attention to detail
Speed-accuracy trade-off under time constraint

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 ACUTENESS TEST

Administration & Instructions

•Part 1: 20 items in 5 minutes
•Part 2: 15 items in 5 minutes
•Materials: Paper-pencil test, response sheet
•Procedure:
• Standardized instructions read aloud
• Practice items demonstrated before test
• Candidates mark answers on sheet
•Emphasis: Both speed and accuracy are critical for score interpretation

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 ACUTENESS TEST
Scoring & Psychometrics Applications in Career Counselling
•Scoring: Number of correct responses in each part
•High scorers: Suited for roles requiring meticulous
•Composite score: Represents overall accuracy and attention (accounting, data entry, quality control,
attention to detail research assistance)
•Reliability: High consistency in measuring attention to
detail across trials •Screening tool: Quickly identifies candidates who
adhere strictly to rules and instructions
•Validity: Predicts performance in careers requiring
precision (clerical, coding, auditing, data entry) •Integrated interpretation: Combine with other ABCC
•Norms: Developed based on age and educational subtests (abstract, numerical, spatial) to form a holistic
group distributions, allowing percentile interpretation profile for career guidance

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 CRITICAL REASONING TEST

•Introduction to Critical Reasoning Test

•Purpose: Measures the ability to analyze facts, draw logical conclusions, and make reasoned judgments based
solely on given information.

•Cognitive focus: Deductive reasoning, logical thinking, analytical judgment.

•Test structure: 25 multiple-choice questions; 20 minutes for completion.

•Role in career counselling: Identifies candidates capable of solving novel problems, decision-making, and
critical evaluation — useful in management, law, research, strategy, and technical fields

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 CRITICAL REASONING TEST
Test Design & Item Types Sample Questions & Illustrations
•Item types include:
• Ordering or ranking individuals (e.g., tallest, thinnest) •Example 1: Sandhya is thinner than Sita. Megha is
• Deductive reasoning from conditional facts (e.g., tank thinner than Sandhya. Who is thinnest?
light logic)
• Answer: Megha
• Grouping and set membership (committee allocation) • Skills: Comparing relationships, ordering.
• Pattern inference and exclusions (food preferences, pets)
• Categorical reasoning (some/all statements, “can't say”
responses) •Example 2: Mr. Singh lives east of Mr. Shukla; Mr.
Kapoor lives east of Mr. Singh. Who lives farthest west?
•Skills assessed:
• Answer: Mr. Shukla
• Deduction
• Skills: Spatial/logical positioning.
• Inference making
• Logical evaluation
•Example 3: Green light only on when Tank A full and
• Handling complex conditional information
Tank C not empty. Red light rules. What can we
conclude?
• Answer: Tank A cannot be empty.
• Skills: Conditional reasoning under constraints.

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 CRITICAL REASONING TEST

Administration & Scoring

•Administration: Paper-pencil; individual or group; 20-minute time limit

•Instructions: Standardized reading, practice example before start

•Response recording: Mark correct option on response sheet

•Scoring: 1 point per correct answer; no negative marking

•Psychometrics:
• Reliability: High internal consistency expected for logical deduction tasks
• Validity: Predictive for academic reasoning, managerial decision-making, law, research

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 CRITICAL REASONING TEST

Applications in Career Counselling

•High scorers: Suited for roles requiring structured problem-solving, strategic thinking, and analysis
(management, law, policy, research, technical planning).

•Low scores: May require support in structured decision-making or analytical roles; may excel in routine or
procedural tasks.

•Integration: Combine with abstract, numerical, spatial, and acuteness scores for a holistic aptitude profile.

•Guidance: Provides insights into critical thinking, logical reasoning, and deduction potential, aiding career
selection and skill development recommendations.

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 MECHANICAL REASONING TEST

Introduction to Mechanical Reasoning Test

Purpose: Measures knowledge and application of basic mechanical and physical principles.

Cognitive focus: Mechanical reasoning, understanding of forces, motion, gears, levers, pulleys, fluids, and
optics.

Test structure: 25 multiple-choice questions; 15 minutes to complete.

Role in career counselling: Identifies candidates suitable for engineering, technical, operational, and

mechanical roles where applied physics and mechanical understanding are critical.

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 MECHANICAL REASONING TEST
Test Design & Item Types
•Item types include:
• Levers and balance problems (e.g., 𝑤1 × 𝑑1 = 𝑤2 × 𝑑2(
• Pulleys and lifting forces
• Gear rotation and direction
• Pendulum and rotational motion speed
• Cylinder rolling and position at rest
• Fluids and water pressure in dams
• Electricity: simple circuit completion
• Stability and tipping of objects
• Optics: light reflection and refraction
• Navigation & forces (boats, tides, carts)

•Skills assessed:
• Deductive and applied reasoning
• Visualization of forces and mechanical systems
• Predicting outcomes of mechanical actions
• Problem-solving under time constraints
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 MECHANICAL REASONING TEST

Sample Questions & Illustrations

•Example 1: Lever problem: 20 kg weight at 2 m; balance distance 4 m → Find required weight.

• Answer: 10 kg (using 𝑤1 × 𝑑1 = 𝑤2 × 𝑑2(

•Example 2: Gear rotation: Gear X rotates clockwise at 10 rpm, Gear Y turns?

• Answer: Anti-clockwise, 10 rpm

•Example 3: Pendulum speed: Which pendulum swings fastest?

• Answer: Pendulum with shortest length or smallest mass (depending on diagram)

•Example 4: Dam water pressure: Point of maximum pressure?

• Answer: Bottom of the dam

•Example 5: Electrical circuit: How many switches need to be shut to light a bulb?
• Answer: Depends on series/parallel layout; can be solved using logic
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 MECHANICAL REASONING TEST

Administration & Scoring

•Administration: Paper-pencil; individual or group; 15-minute time limit.

•Instructions: Standardized reading; clarify diagrams and symbols.

•Response recording: Mark correct option on response sheet.

•Scoring: 1 point per correct answer; no negative marking.

•Psychometrics:
• Reliability: Good internal consistency; measures applied mechanical reasoning.
• Validity: Predicts performance in technical, engineering, and operational roles.
• Norms: Based on age, educational level, and standardization samples.

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 MECHANICAL REASONING TEST

Applications in Career Counselling

•High scorers: Suited for technical, engineering, aviation, operations, mechanics, design, and construction
roles.

•Low scorers: May require guidance toward roles with less emphasis on applied mechanics.

•Integration: Combine with spatial, abstract, numerical, and acuteness scores for holistic aptitude profiling.

•Guidance: Helps counsellors recommend careers involving mechanical problem-solving, machinery

handling, and applied physics, ensuring candidates are aligned with roles that require physical intuition and
analytical reasoning.
.

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 VERBAL ABILITY

Introduction to Verbal Ability Test

•Purpose: Measures language proficiency, vocabulary, and comprehension skills.

•Cognitive focus: Spelling accuracy, antonyms/synonyms recognition, analogical reasoning, and passage-based
comprehension.

•Test structure: 35 questions; 20 minutes to complete; multiple-choice format.

•Role in career counselling: Identifies candidates with strong linguistic, analytical, and reading
comprehension skills, which are critical for roles in management, teaching, research, communications, and
administration.

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 VERBAL ABILITY

Test Design & Item Types (Part 1: Spelling & Antonyms)

•Spelling items (Qs 1–10): Identify correctly spelled words from four options.
• Example:
• Q: Voraccious, Voraacious, Voracious, Vorashious → Correct: Voracious

•Antonym items (Qs 11–18): Identify words opposite in meaning to the target word.
• Example:
• Q: Malicious → Correct: Benevolent

•Skills assessed:
• Vocabulary precision
• Orthography
• Ability to differentiate similar-looking words
• Understanding nuanced meanings of words

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 VERBAL ABILITY

Test Design & Item Types (Part 2: Analogies & Relationships)

Analogy items (Qs 19–25): Identify relationships between word pairs and choose corresponding
pair.
Example:
Q: Sock : Foot :: Glove : ? → Correct: Hand

Relationship identification: Logical, semantic, functional, or categorical relationships.

Skills assessed:
Logical reasoning with language
Semantic network understanding
Abstract verbal problem-solving

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 VERBAL ABILITY

Test Design (Part 3: Reading Comprehension)

•Passages (Qs 26–35): Short texts with 2–3 related questions.

• Example: Dante Alighieri passage:
• Q: Dante was American? → Correct: False
• Q: Beatrice married another man? → Correct: True
• Example: Dr. Ikeda & Arnold Toynbee passage:
• Q: Dialogue between diverse people solves challenges? → Correct: True

•Skills assessed:
• Reading comprehension
• Inference making
• Fact vs opinion differentiation
• Attention to detail and retention of information

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 VERBAL ABILITY

Administration, Scoring & Applications

•Administration: Paper-pencil; individual or group; 20 minutes; standardized instructions; answer on

response sheet.

•Scoring: 1 point per correct answer; raw scores can be converted to percentiles or standardized
categories (Very Low → Very High).

•Applications in Career Counselling:

• High scorers: Suited for management, research, teaching, administration, journalism, law, and
communication-heavy careers.
• Low scorers: May need support in roles requiring written communication; alternative roles
emphasizing nonverbal or practical skills may be better.
• Can be integrated with other batteries (numerical, abstract, spatial) for holistic aptitude
profiling.

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 Norms For Boys

Test Very Low Low Average Hingh Very High

Abstract Reasoning Below 7 7-11 12-18 19-22 Above 22

Acuteness Below 21 21-24 25-31 32-35 Above 35

Critical Reasoning Below 9 9-12 13-18 19-22 Above 22

Mechanical Ability Below 4 4-6 7-12 13-15 Above 15

Numerical Ability Below 5 5-7 8-14 15-18 Above 18

Spatial Ability Below 14 14-18 19-27 28-32 Above 32

Verbal Ability Below 13 13-17 18-26 27-30 Above 30

 Norms For Girls

Test Very Low Low Average Hingh Very High

Abstract Reasoning Below 6 6-10 11-17 18-20 Above 20

Acuteness Below 19 19-22 23-29 30-32 Above 32

Critical Reasoning Below 7 7-10 11-16 17-20 Above 20

Mechanical Ability Below 3 3-5 6-11 12-14 Above 14

Numerical Ability Below 4 4-6 7-13 14-17 Above 17

Spatial Ability Below 14 14-18 19-27 28-32 Above 32

Verbal Ability Below 15 15-19 20-28 29-33 Above 33

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 Interpretations of Mr RS’ Scores

Raw Scores Interpretation as Per Norms

Dimensions
Abstract Reasoning 9 Low

Critical Reasoning 23 Very High

Mechanical Ability 3 Very Low

Numerical Ability 18 High

Acuteness 26 Average

Spatial Ability 15 Low

Verbal Ability 12 Very Low

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 Purpose / Skills Measured No. of Items & Time Career Relevance
Subtest
Numerical Ability Arithmetic operations, data 25 items – 15 min Business, Finance, STEM,
interpretation, percentages, Data Analysis
proportions
Abstract Reasoning Pattern recognition, series 25 items – 20 min STEM, Research, IT,
& matrix completion, Design
analogies
Spatial Ability Mental rotation, spatial 35 items – 20 min Architecture, Engineering,
visualization Aviation, Robotics
cuteness Test Attention to detail, code Part 1: 20 (5 min); Part 2: Auditing, Clerical, Data
spotting, sequential 15 (5 min) Entry, Quality Control
processing
Critical Reasoning Deductive reasoning, 25 items – 20 min Law, Management, Policy,
inference making, logical Research
judgment
Mechanical Reasoning Mechanical Reasoning 25 items – 15 min Engineering, Operations,
Principles of mechanics, forces, Technical Roles
motion, gears, circuits

Verbal Ability Vocabulary, spelling, 35 items – 20 min Teaching, Journalism,

analogies, reading Administration,
comprehension Communication 38
THANK YOU
Rashmi Basera

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