VIT

participant

D. Example
organisation

HFMtalentindex
date

30/6/2011

This report was generated by the HFMtalentindex online

assessment system.
The data in this report are based on the answers given by the
participant on one or more psychological tests. When
interpreting this report, the user should be aware of the
limitations of a psychological instrument. HFMtalentindex trains
its clients in the use of this report.
HFMtalentindex does not accept any liability for the
consequences of the use of this report. No 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.

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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 persons 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

4%

7%

12%

4
17%

20%

17%

7
12%

7%

4%

The examples shown below illustrate how to interpret the stanine scores in this report:
A stanine score of 5 means that the candidates 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.

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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.

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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

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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.

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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.

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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 persons 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?

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