DOCUMENT RESUME

ED 060 088 TM 001 246

TITLE Dentist 072.108 -- Technical Report onStandardization of the General Aptitude Test Battery.Final Report.

INSTIaulION Manpower Administration (DOL), Washington, D.C. U.S.Training and Employment Service.

REPORT NO MSES-TR-S-49PUB DATE Jun 54NOTE 16p.

EDRS PRICE MF-$0.65 HC-$3.29DESCRIPTORS *Aptitude Tests; *Cutting Scores; *Dentists;

Evaluation Criteria; Job Applicants; *Job Skills;Norms; Occupational Guidance; *Personnel Evaluation;Test Reliability; Test Validity

IDENTIFIERS GATE; *General Aptitude Test Battery

ABSTRACTThe United States Training and Employment Service

General Aptitude Test Battery (GATB), first published in 1947, hasbeen included in a continuing program of research to validate thetests against success in many different occupations. The GATBconsists of 12 tests which measure nine aptitudes: General LearningAbility; Verbal Aptitude; Numerical Aptitude; Spatial Aptitude; FormPerception; Clerical Perception; Motor Coordination ; FingerDexterity; and Manual Dexterity. The aptitude scores are standardscores with 100 as the average for the general working population,and a standard deviation of 20. Occupational norms are established interms of minimum qualifying scores for each of the significantaptitude measures which, when combined, predict job performance.Cutting scores are set only for those aptitudes which aid inpredicting "the performance of the job duties of the experimentalsample. The GATB norms described are appropriate only for jobs withcontent similar to that shown in the job description presented inthis report. A description of the validation sample is included.(AG)

U.S. DEPARTMENT OF HEALTH.EDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIG-

CoINATING IT. POINTS OF VIEW OR OPIN-IONS STATED DO NOT NECESSARILY

C) TECHNICAL REPORT REPRESENT OFFICIAL OFFICE OF Mi-

d!)CATION POSITION OR POLICY.

ON

(:)C:1

STANDARDIZATION OF TR7,1 GMERAL APTITUDE TEST BATTERY

LLI FOR

DEMIST 07 2 .- / .

r7/6/:.

(Supereedes B-239)

U. S. .101oent Sex-vice in.Cooperation with

'uirrnesota State Employment ServiceglX)

C)

;

U. S. DHPARTMENT OF LABOR

E°4_... -

Washington : ., D. C.June 1954

CA'iT ,7201:;C, 672

Fv.71 1:350 ar,r7 Viintor

S TANDARD ZAT C N OF THE GEIRAL APTITUDE TEST BAT TLT:YFOR

DENTIST 07

The General Aptitude Test Battery vas adainistored to tvo samples of studentsenrolled in the School of Dentistry at the Iinivertaty of Minnesota, hinneapolis,

Tho Validation Sample, or Sample :fa, includes CS studente, throe of whom arefemales. The B-1001 edition of the GATE vas administered to this sample. Gradesin course Ivork obtained during the freshman year for each student were used asthe criterion.

The General Aptitudo Test Battery, B-1002A, vas administered to the CrossValidation Sample, or Sample ;4;2, zhic'h consists of 79 male and two famale students.Grades in course work obtained during the freehman year for each student werealso used as the criterion for this sample.

On the basis of the statistical results of the combined study, as well as thestatistical results of each experimental sample analy-ed separately, and thecourse analysis, the following aptitudes were folrmi. to be significant: (G)

Intelligence, (S) Spatial Aptitude,(P) Form Perception and (F) Finger Dezterity.

GATB norms for Dentist '072.108

Table I shows, for B-1001 and B-1002, the minimum acceptable score for each..aptitude Included in the test norms for Dentist 1072108

TABLE I

Mirinum. Acceptable Scores on B-1001-.and B-1002 for S-49

B-1001 i

i

B-1002

Aptitude Tests 1 Minimum AcceptableAptitude Score

Aptitude. Tests Minim= AcceptableAptitude Score

1

i

S

P

F

CB-1-HCB-1-I ICB-1-J

CB-1-F I

CB-1-H

CB-1-A 1

CB-1-L

CB-1-0CB-1-P

1 120

115

100

90

1

G

S

P

r

1

jPart 5Part 4Part 6

Part 5

;art

Part 12Part 12

115

110

100

85

2

Effectiveness of ralrms

Tho data in Table Tr-C indicate that 21 of tho 42 poor studonts, or 5o,;:; of them,

did not achieve tho njin±mum scores establishcd az cutting scores on the rocammondedtost norms. Meroover, 113 of the 134 students v.-ho Irsado qualifying test scores,or 841%, wore good students.

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Yeans (4), Standard Deviations (a), Poarson ProductomontCorrelations with thc Criterion of Locture Honor Point RrItion(11),ond Laboratory

Ccurso Grados (r2) and tho Standard Errors of Corrola:clon (crI and01-2) for Ace and Education

Dentist 02.10d

Validation Sample= 96

1 1

i1.1

i

C i Rango 1i 2'1 cr2. r2* i 0%.- * i. ,

i i 1

i

Ace (years) ! 22.91-119-38 1 -.047 .102 1 .0741 o.o 1 .105

aducation (years) 1 14.9 1 1.0 I 14-16 f .120 .101 1 .023 .106I

*N=89, Laboratory course grades wore not available for sevon students.

TABLE 11-B

Moans (U), Standard Deviations (0), Ranges, Pearson ProductomentCorrelations mith the Criterion of Lecture Honor Point Ratios(ri), and Labora-

tory Course Grades (r2) and the Standard Errors of Correlation(9r/ and or2) for Age and Education

IAge (years)

Dentist 072.108

Cross Validation So=ploN = 81

1

22.6 2.7 20-54 -.085 .110 1 .160 .108Education Cyears 14.5 0.8 13-17 .045 .111 .185 .107

TABLE 11-C

Means (M), Standard Deviations ( a) and Rangesfor Age and Education

Dentist 072,108

Combined. Sample= 177

Ia I Range

Age (years) 22.8 1 3.0 19-38Education (years) 14.7 1 0.9 13-18

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FILMED FROM BEST AVAILABLE COPY

v. A of 1,.7)

eZ I.K.eturoz, rocitatiens arid 1..,1;0:.:ory

G credits.

mstLeiL; of staininz; culttl-o-: . r cilc 7 -7.

and c:ieinfection; cnti'elotiz.s; lacteria and diacace; .patho(:3Acbacteria; fundanontals of :L7:-.1-nolor-7; the oral flors;of oral infectiona, dental caries, alveolar a'eacces, and ?or-iodental infection; the rolationahip of oral infections to otherfocal and cc-oral infoctienc. 6 credits.

Anatony of the He3d and reel:. Detailed dissection of the human headand necic uit correlative treatment of the upper extremity.. 6 credits.

E7yzioloFical Chemiztry. (Xo course description available.)11 credits.

Yotallographv. Lectures, recitations, and demonstrations, tal:ingup the most ±nportant metals YrIth special referenco to thoseused in dentistry and tho study of dental alloys fron the stand-point of metallography. 2 credits.

Development of Occlusion. An introduction to the post-natal growthof th,1 dento-facial complex. 2 credits.

IV. Experimental Battery

All of the tests of the GATB, B-1001, w-ere ae,,,i,listered to the ValidationSample and all parts of the GATB, 13-10021_, were aelnil-istered to the CrossValidation Sample.

V. Criterion

There 1.-4ere two criteria available for each sample; one critorion consistedof lecture course grades and the other consisted of laboratory course trades.

Lecture Course Grade Criterion

The faculty of the School of Dentistry believed that all but two of the fresh-rn-el courses could be considered to be lecture or theory courses. The criterionfor the lecture Ilerk was derived by-subtracting the honor pojInts and creditsearned in Prosthetic Laboratory and Dental (Oral) Anatomy-, both of .zhich areprimnrily laboratory woez, from the honor points p7"3 credits earned in theremaining courses taken during the fres11-1,nT1 year. Because of the slightrevision In tho course content betxoon the time of testing of Sampleili-1 andSamele42, there is a 6-7-rferenco in the total credits for the freshmsn yearof each ! of these samples. For Sample#1 there is a total of 47 credits, andfor Sample 2 there is a total of 52 credits for the frechT-q-n year. ForSample 41., the theory courses include 29 of the total 47 credits. For Sample:P2 the theory courses include 33 of the total of 52 credits.

Table III-A shows the means, standard deviations sra ranges of the lecture honorpoint ratios for the Validation Sample end the Cross Validation Sample.

- 7 -

TABLE III-A

Means (K) Standard Deviationn (u), and Ranges(R)of Lecture Honor Point Ratios

Dentist ..:72,108

Validation and Cross Validation Samples

,

Sample M 0 R

Validation 96 3.3 0.8 1.00-5.00Cross Validation 81 3.5 0.6 2.42-4.94

1

The data in Table III-A show that the range of lecture course grades for the

Cross Validation Sample is somewhat restricted In comparison with the range

for the Validation Sample. This maybe partially due to the fact that studentsin the Cross Validation Sample had bean screened on the basis of test per-formance (other than GATB) v1,.. they applied for entrance into the School of

Dentistry-, mhereas this is not true for stuclentz in the Validation Sample. Anadditional factor which contributed to restricting the range of schelastic

abilitir of the Cross Validation Sample is that eight students had dropped out

of the claps because of law scholarship prior to the administration of the GATB.

Laboratory Course Grade Criterion

The criterion for the laboratory work is based on the average weighted numerioa/grade received for laboratory projects in three quarters of laboratory work inProsthetic Laboratory and Dental Anatomy. The average grade is a composite ofgrades received in projects, such as plastine modeling, wax carving, and denture

construction. The grade received for each project is based on the instructor's

estimate of the quality of the mark sample turned in by each student. Grades on

these required projects as well as written laboratory examinations are combinedby a system of meighting to give a final course grade. The weights assigned thework projects are based on such factors as complexity and the length of the

project. These weights mere applied to the grades of eaoh student to obtain an

average grade in laboratory projects mhieh mould refleot the importance of theprojeot as determined by the instructor. The same system of grading vas usedan all projects so the distribution of grades for eadh project is similar. The

grades in the written, examinations and quizzes givea in conjunction with thelaboratary work are net indludedinthe criterion.

Table 111-B shows the means, standard deviations and ranges of the numericalgrade averages in laboratory course work for the Validation Sample and theCross Validation Sample.

TABLE III -B

Moans (M), Standard Doviations (7), and RangesCR) ofLaboratory Project Grades

Dentist 02.i08

Validation and Cross Validation Samples

Sample MIa

R

ValidationCross Validation

89*81

86.787.4

2.11.6

79.6-93.283.9-91.5

*Laboratory course crades were available for only89 of the 96 students in Sample #1.

The data in Table III-B show-that the range of laboratory course grades is alsomore restricted for the Cross Validation Saaple than for the Validation Sample.It is likely that the laboratory course grades were influenced by the samefactors which tended to restrict tbe range of lecture course grades of the CrossValidation Sample.

Composite Criterion

Both lecture course and laboratory course grades served as a basis for establish-ing a dichotomized criterion to be used in the computation of tetrachoricoorrelation coefficients aud application of the Chi Square test to evaluate testnorms. The dichotomized criterion was establidhed by setting a critical scoreon lecture grades as well as a critical score on laboratory course grades; astudent had to equal or exceed each critical score in order to be placed in thehigh criterion group; all studearbelaw either critical score were placed in thelow criterion group. This oriterion was constructed after a discussion with thefaculty regarding the relative importance of laboratory and clinical work and oflecture course work in the freshman curriculum and in the entire four yearourriculum. Laboratory work consists of only 0 of the total credit hours inthe freshman year, but takes on progressively increasing emphasis in the remainingthree years. Although an exact division of the entire four year curriculum interms of the portion of laboratory work and of lecture work could not be made bymembers of the faculty, they believed the two to be of equal importance.

VI. Statistical and Qualitative Analysis

Both samples of dental students hzve undergone the same type of training inpreparation for the same profession. Examination of available data has shamthat the two samples are sufficiently similar with respect to age, education,school grades and aptitude level to warrant combining the data whenever statis-tically feasible. Therefore, data for the samples have been analyzed separatelyand in combination on the basis of both statistical and qualitative considerations.Means, standard deviations and correlations with the criterion were calculatedfor the tde scores far each sample separately, and for the combined samplewhenever stu.latically feasible. Since Sample #1 was tested with the B-1001

9

edition of the GATB and Sample f.2 wns tested with the B-1002A edition of theGATB, it was necessary to convert tho B-I001 aptitudo score moans and sigmas ofSample fl to equivalent B-I002 mans and sigmas before combining the data ofthose two samples. The conversions were based on standard score equations forB-1001 and 3-1002 aptitude scoros. Appropriate formulae were used to combinethe data to obtain means and sigmas of the B-1002 aptitude scores for thecoMbined sample of 177 dental students.

The B-1001 moans and standard deviations, equivalent B-1002 moans and standarddeviations, Pearson product-mionont correlations with the criteria and standarderrors of correlation for the aptitudes of the GATB are shown in Table IV-A forSample b1. The moans, standard deviations, Pearson product-moment oorrelationswith the criteria and standard errors of correlation for the aptitudos of theGATB. B-1002, are shown in Table IV-B for Sample#2. Table IV-C shows the meansand standard deviations for the aptitudes of the GATB, B-1002, for the combinedsample.

The means and standard deviations of the aptitudes are comparable to generalpopulation, norms with a mean of 100 aad a standard deviation of 20.

TABLE IV-A

B-100I Means (M), Standard Deviations (0), Equivalent B-1002Means and Standard Deviations, Pearson Product-Moment Correlations with

the Criteria of Lecture Honor Point Ratios (ri) and Ldbora-tory Course Grades (r2), and Standard Errors of

Correlation (ari and (Yi-2) for the Aptitudes of the GATB

Dentist 072.108

Validation Semp/e= 96

B-1001 ,

Equivalent)B-1002

Aptitudes a I M a I'm rl r2 41:2 # ,

G-Intelligence 138.5 10.4 132 9 0243* .096 .132 .104V-Verbal Aptitude 125.0 13.0 I 121 15 .152 .100 033 .106IT-Numerical Aptitude 131.2 10.5 124 10 .205* .098 .061 .106S-Spatial Aptitude 136.7 14.5 132 14 .289** .094 339** .094P-Form Perception 122.7 13.7 120 13 -.021 .102 .327** .095Q-Clerioal Perception 115.1 12.1 114 11 -.037 .102 .049 .106A-Aimingl* 107.7 12.2 109 11 -.222* .097 .107 .105T-Motor Speed Ait 107.8 15.5 110 15 -.232* .097 .060 .106F-Finger Dexterity 110,5 17.3 107 15 -.085 .101 .235* .100ibalanual Dexterity 114,2 15.6 111 15 -.179 .099 .136 .104

**Significant at the .01 level.*Significant at the .05 level.

PT= 89, Laboratory Course Grades Triers) not available for7 people.

W4Commerts to equivalent 11-1002 score on. Aptitude I, MotorCoordination4

10

10 -

TABLE IV-B

Means (Li), Standard Deviations (a), Pearson Product-MomentCorrelations with the Criteria of Lecture Honor Point Ratios (r1) andLaboratory Course Grades (r2), and Standard Errors of Correlation

(ar1 and cir2) for tho Aptitudes of the GATB, B-1002

Dentist 072.108

Cross Validation SampleN = 81

Aptitudes I M 0r3. r2 Crs

G-Intelligonce 129.9 13.4 -.001 .111 .054 .111V-Verbal Aptitude 120.2 13.3 -.080 .110 -.135 .109

, N-Numerical Aptitude 121.4 13.2 -.037 .111 -.138 .109-Spatial Aptitude135.S 1 19.2 .055 .111 .235* .105

P-Forra Perception 124.0 14.8 .034 .111 .157 .108Q.-Clerical Perception 122.3 13.1 .032 .111 .131 .109K-Motor Coordination

1

122.0 15.3 .149 .109 .079 .110F-Finger Dexterity 112.4 15.4 .073 .111 304** .101M-Manua3. Dexterity 112.8 15.2 .016 .111 .188 .107

**Significant at the .01 level.*Significant at the .05 level.

TABLE IV-C

Means (10 and Standard Deviations (a) for the Aptitudes ofthe GATB, B-1002Dentist 07 2 . 108

Combined SampleN = 177

Aptitudes LT

G-Intelligence 131 11V-Verbal Aptitude 121 13N-Mmerical Aptitude 123 12S-Spatial Aptitude 133 17P-Form Perception 122 14Q-Clerioa3. Perception 118 13K-Motor Coordination # 115 16

Dexterity 109 16IF-FingerId-Manual Dexterity 112- 16

#Based on combination of convertedAptitude T data for the ValidationSample and Aptitude K data for theCross Validation Sample.

The statistical results were interpreted in the light of the course and jobanalysis data. The cour71 and job analysis data indicated that the followingaptitudes measured by the GATB appeared to be Important for.the field ofdentistry:

Aptitude G - Intelligence - basic in the job and Course analysis tolearn and understand the underlying principles of dentistry.

Aptitude V - Verbal Aptitude - necessary for reading comprehension, under-standing of nciEJTIWEUE-from lecture material, and facility of expressionwhich aro all needed for the learning of a technical profession.

Aptitude S - Spatial Aptitude - needed to comprehend relationships offigures and 2110 els in the study of tooth forms, functions, stresses andall phases of occlusions.

Aptitude P - Form Force tion required to perceive pertinent details oftooth forms.

Atituderet_inDextority - needed to manipulate rrn1 1 objects withthe fingers in dental construction, instrument and material handling andin laboratory projects.

The aptitude profiles of the Validation Sample and the Cross Validation Sampleare quite similar with respect to the aptitudes indicated as significant bathecourse analysis. The mean scores of the Validation Sample aro slightly-higherthan those of the Cross Validation Sample, except for Aptitudes Q, K, and F.

In Table IV-A, which presents data for the Validation Sample, Aptitude S showssignificant correlation at the .01 level and Aptitudes G and N show significantcorrelation at the .05 level with tho lecture course grade criterion. AptitudesA and T shownegative correlations with the leoture grade criterion that aresignificant at the .05 level. Aptitudes S and P show correlation significant atthe .01 level and Aptitude F shows correlation significant at the .05 level withthe laboratory course grade criterion.

The data for the Cross Validation Sample, which appear in Table IV-B, show thatthere are no significant correlations 'with the lecture course grade criterion.Aptitude F shows significant correlation at the .01 level with the criterion oflaboratory course grades and Aptitude S at the .05 level mith the laboratorycourse grade criterion. The fact that students in this sample had been screenedon the basis of test performance, aad that the range of ability was morerestricted than in the Validation Sample, as evidenced by the data in TablesIII-A and III-B, may partially account for the fact that fewer significantvalidity coefficients were obtained for this sample than for the ValidationSample.

The data in Table IV-C show that Aptitudes S, G, and F, in that order respectively,have the highest mean scores for the combined sample. Aptitudes G and S alsoshow the highest mean scores for each of the individual samples.

On the basis of all the foregoing considerations, including both quantitative andqualitative factors, Aptitudes G, T, P. and F were chosen for inclusion inthetest norms. Each of these aptitudes was found to be significant on the basis ofcourse and job analysis data. In addition, Aptitude G- was included in the testnorms au the basis of showing the seoond highest mean score and the lowest

12

-12 -

standard deviation for tho combined sample, and a correlation significant atthe .05 level milli the criterion of lecture course grades for the ValidatianSamplo. The inclusion of Aptitude S in the test norms is warranted statisticallyon tho basis of showing the highest moan score for the combined sample, corre-lations significant at the .01 level with the criteria of lecture course gradesand laboratory course grades for the Validation Sample, and correlation sigrifi-cant at the *05 level with the criterion of laboratory course grades for theCross Validation Sample. Statistical data which support the inclusion ofAptitude P in tho test normz are a relatively high maan score, low sigma, and acorrelation significant at the .05 level with the criterion of laboratory coursegrades for the Validation Sample. Significant correlation at the .05 level withthe criterion of laboratory course grades for the Validation Sample, andsignificant correlation at the .01 level with the criterion of laboratory coursegrades for the Cross Validation Sample, warrant the inclusion of Aptitude F inthe test norms.

Aptitudes V and Er were also given consideration for inclusion in the test normson the basis of the statistical and qualitative data. However, the evidence towarrant the inclusion of Aptitudes G, S, P, and F was greater than the evidencesupporting Aptitudes V and N. Aptitude V did not show significant correlatica with.either of the criteria for either sample. Although Aptitude N showed asignificant correlation at tho .05 level with lecture course grades for theValidation Sanple, the correlation coefficient was of relatively small magnitude(.205). In addition Aptitudes V andli did not appear to be as important asAptitudes G, S, P and F on the basis of course and job analysis data. Therefore,Aptitudes V and Nwere omitted from the test norms.

In order to compute the tetradhorio correlation coefficient and its standard error,and the Chi Square value for the Validation and Cross Validation Samples, a (=-posits dichotomized criterion was established on the basis of both lecture andlaboratory course grades, as already described under "Criterion." For the Vali-dation Sample, the critical scores on lecture theory work and laboratory coursework were set at 2.5 and 85.0, respectively, in order to obtain a proportion ofstudents in the low group commensurate with the rate of failure in the freshmanclass, which is umally about 20 percent. The highest rate of failures in theSchool of Dentistry occurs in the freshman year. Seven of the students for whomthere mere no laboratory grades are included in the law criterion group, sincethey had leoture grades of less than 2.5. Those students who equalled or exceeded2.5 on lecture grades and 85.0 aa laboratory grades mere placed inthe highcriterion group and deErEnated as "good students." Those students mho did notmeet either critical score were placed in the lew criterion group and designatedas "poor students."

The criterion for the Cross Validation Sample was dichotomized using the samemethod as for the Validation Sample. However, in order to include approximate/7the same proportion of students in the lowcriterion group as there are failuresin the fresh= year, the critical scores for the lecture theorywork and thelaboratory course work were set at 2.8 and 85.32 respectively.

The cutting scores for Aptitudes G, S, P, and F were set at one and one-halfstandard deviation units below the mean scores of the combined sample and roundedto the nearest five-point score levels. The cutting scores were set somewhatlower then usual so that the test norms would eliminate approximately the same

13

percentage of the sample that mac.. in the lo7 criterion group. Setting cuttingscores at these levels yielded the best selective efficiency for tho norms andresulted in B-1002 cutting scores of 115, 110, 100 and 85 for Aptitudes G, SoP and F, respectively. The B-1002 norms mere converted to equivalent (on thebasis of standard score equations) B-I001 norms consisting of G-I20, S-115, P-100and F-90.

The B-1001 noras mere used to compute the tetrachoric correlation and apply theChi Square test for the Validation Sample; the equivalent B-1002 florae mr.lre usedmhen these computations mere made for the Cross Validation Sample. The tetra-choric correlation aad Chi Square test for the combined sample are based on atable which is a composite of the tables obtained for each sample and for itsrespective norms.

Tables V-A and V-B show the discriminative value of the B-1001 norms and B-1002norms for the Validation and Cross .Validation Samples, respectively. Table V-Cshows the discriminative value of the norms for the combined sample.

TABLE V-A

Relationship Between. B-1001 Test Normz Consisting of AptitudesG, S, P, and F with Critical Scores of 120, 115, 100,

and 90, Respectively and the Criterioa for the Validation Sample

Dentist 072.108

N = 96

Non-QualifyingTest Scores

QualifyingTest Scores

Total

Good Students

1

Poor Students 1

Total

11

13

24

61

11

72

72

24

96 I

rtet = 064 X2 = 12.519

a rtet = .19 TV2 :0005

The data in the above table irdioate a high and significant relationship betweenthe B.1001 test norms sad the criterion for the Validation Sample.

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TABLE V-B

Relationship Botwoen. B-1002 Test Vorms Concisting of AptitudesGo So P, and F -with. Critical Scores of 115, 110, 100, and 85, Respectively

and the Criterion for the Cross Validation Sample

Dentist 072.108N = 81

1 Non-QualifyingTest Scores

j QualifyingI Test Scores

Total

Good StudentsI

11 52 63

Poor Studonts1 8 10 18 I

Total 19 62 81

rtet .48

crrtet .21

x2 = 4.274

.p./.2 L. .025

The data in the abave table indicate a significant relationship between the

B-1002 test norms and the criterion for the Cross Validation Sample.

TABLE V-C

Relationihip Between Test Norms and the Criterion for theCombined Sample

B-1001 Norms: G-120, S-115, P-100, F-90B-1002 Norms: G-115, S-110, P-100, F-85

Dentist -072,108N = 177

Non-QualifyingTest Scores

QualifYingTest Scores

Total

.Good Students 22 113 155

Poor Students 21 21 42

Total 43 134 177

rtet = .57

artet = .14

12 = 17.995

.p/2 Z.- .0005

The data in the above table indicate a significant relationship between the

test norns and the criterion for the oombined smnple. The Chi Square test

indicates that there are fewer than five chances in ten thousand that theobtained positive relationship between the test norms and the criter-lon

occurred by chance.

15

Conc1union3

On the basis of mean scores, standard deviations, correlation coefficients, joband course analysis data and their combined predictive efficiency, it isrecommended that Aptitudes G, S, P, and F -with minimum scores of 115, 110, 100,and 85, respeotivoly, be used as 3-1002 norms for Dentist .072.10'?, EquivalentB-1001 norms consist of G-120, S-115, P-100 and F-90,

16