Psychometric Psychomet ric Test esting ing of Students – a work in progress “All of us do not have equal talent, but all of us should have equal opportunity to develop our talent.” John. F . Kennedy
Andy Watts February 2011
Year 10 Case Study
What is Psychometric Testing?
o! can this he"# students?
Where are !e no!? $uestions
Year 10 Case Study • Confident, precocious, intelligent child who never showed any signs of problems, pressures or frustrations until her personal circumstances changed • Initially tested at 1 due to a mother!s intuition about possible depression " nobody involved in her education seemed to be able to do anything to help • Following results from #I and $$%, which alerted the fact there was a problem, she was ta&en to an educational psychologist who identified her to be e'ceptionally bright but diagnosed her with (ysgraphia) a form of dysle'ia. • *efore being diagnosed with this condition, the child e'hibited anger and frustration thin&ing she was stupid, resulting in her withdrawing and disengaging from lessons. +he now understands her own problem and with the help of the school has put strategies in place to deal with this.
• Following her diagnosis and wor& with the educational psychologist, she was tested again and has dramatically improved on areas of her #I which initially indicated depression. • er parents now consider her to be bac& on trac& but fortunate that they were luc&y enough to have access to something e'tra to help their daughter.
#'tension after representation • wor&shops were held in July involving 1year 1 students. • /he wor&shops covered communications and self awareness, preparation for and practice of 0ob interviews and a /homas $$%! psychometric test which was reported to each student. • %ll agreed that the pilot programme had been successful and helpful.
What is Psychometric Testing? • $sychometrics is the study and measurement of individual differences in human beings to see how they are different from each other. /ests include the measurement of &nowledge, abilities, attitudes, and traits. • It has a 1 year history and tests sell over 23 billion per year internationally. • /homas offers three different assessments to loo& at the various aspects which ma&e up an individual4 • *ehaviour 5 $ersonal $rofile %nalysis 6$$%7 • %ptitude 5 8eneral Intelligence %ssessment 68I%7 • #motion 5 #motional Intelligence 6#I7
Thomas Assessments Behaviours
Aptitude & Ability
Personality & Awareness Hard Skills Competency
Thomas Assessments Behaviours
PPA GIA
Personality & Awareness
Aptitude & Ability
EIQ Skills
Competency
360
Hard Skills
Personal Profile Analysis (PPA) Provides an insight into how people behave . • Understand Strengths and Limitations? • What an an individ!al bring to the team? • "omm!niation Styles. • #ears$ %otivators & 'al!es.
3enera" 'nte""igence Assessment 53'A6 •Provides an insight into an individ!als fl!id intelligene and speed of learning •o they prefer to do things *!i+ly and a!rately, slowly and a!rately, *!i+ly and ina!rately or slowly and a!rately •Loo+s at - ognitive areas, reasoning$ perept!al speed$ n!mber$ speed and a!ray$ word meaning and spatial vis!alisation
motional /ntelligene (/) •Provides an insight into how people get on with eah other and it is ritial to s!essf!l wor+ •An inde0 of an individ!als pereived ability to !nderstand proess and !tilise emotion related information in every day life. •Loo+s at how well they manage their own emotions and the emotions of others •/ndivid!al faets loo+ed at inl!de self esteem$ self motivation$ adaptability$ stress management
How can this help students? 9ather than a broad brush approach, gives each individual increased self awareness regarding their own4 •behaviour including strengths and limitations and preferred style of wor&ing:learning •their level of emotional intelligence and can highlight issues such as self esteem and confidence which may prevent a small problem spiralling out of control •cognitive s&ills) are they more literate or numerate;) do they prefer data and spreadsheets or graphics;) do they solve problems
Where are we now? • Two distinct groups of student selected 6=ay:Jun7 • Students invited to undertake assessments & Parental agreement sought with Parent’s Information evening 6+ept:>ct7
• Staff trained by Thomas to interpret Assessments 6?ov to Jan7 • Intervention strategies being formulated 6on5 going7 • Feedback to individuals started 6Feb7
Issues@ and other stuff…. • • • • • •
Involvement of parents Time to feedback I Intervention strategies to be employed !orking with other agencies Informing staff and integrating into classroom practice
