Psychometric Testing of Students

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Psychometric Testing 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

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• Year 10 Case Study
• What is Psychometric Testing?
• How can this help students?
• Where are we now?
• Questions

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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 13 due to a mothers
  intuition about possible depression nobody
  involved in her education seemed to be able to do
  anything to help
• Following results from EI and PPA, which alerted
  the fact there was a problem, she was taken to an
  educational psychologist who identified her to be
  exceptionally bright but diagnosed her with
  Dysgraphia a form of dyslexia.
• Before being diagnosed with this condition, the
  child exhibited anger and frustration thinking
  she was stupid, resulting in her withdrawing and
  disengaging from lessons. She now understands
  her own problem and with the help of the school
  has put strategies in place to deal with this.

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• Following her diagnosis and work with the
  educational psychologist, she was tested again
  and has dramatically improved on areas of her EI
  which initially indicated depression.
• Her parents now consider her to be back on track
  but fortunate that they were lucky enough to have
  access to something extra to help their daughter.

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Extension after representation

• 3 workshops were held in July involving 18 year
  10 students.
• The workshops covered communications and self
  awareness, preparation for and practice of job
  interviews and a Thomas PPA psychometric test
  which was reported to each student.
• All agreed that the pilot programme had been
  successful and helpful.

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What is Psychometric Testing?

• Psychometrics is the study and measurement of
  individual differences in human beings to see how
  they are different from each other. Tests
  include the measurement of knowledge, abilities,
  attitudes, and traits.
• It has a 100 year history and tests sell over 2
  billion per year internationally.
• Thomas offers three different assessments to look
  at the various aspects which make up an
  individual
• Behaviour - Personal Profile Analysis (PPA)
• Aptitude - General Intelligence Assessment (GIA)
• Emotion - Emotional Intelligence (EI)

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Thomas Assessments
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Thomas Assessments
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Personal Profile Analysis (PPA)
Provides an insight into how people behave.

• Understand Strengths and Limitations?
• What can an individual bring to the team?
• Communication Styles.
• Fears, Motivators Values.

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Marstons Theory
PERCIEVED SITUATION Hostile, unfriendly,
antagonistic
DOMINANCE (POWER)
COMPLIANCE (POLICY)
PASSIVE BEHAVIOURS
ACTIVE BEHAVIOURS
- - - - - - - - - - - - - - - - - - - - - - - - -
- - - - -
STEADINESS (PACE)
INFLUENCE (PEOPLE)
Friendly, favourable
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Personal Profile Analysis (PPA)
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Dominance
Working Strength -

• Driving
• Competitive
• Forceful
• Inquisitive
• Direct
• Self-Starting
• Assertive

Efficiency Factor

• Mild Mannered
• Low Decision Need
• Non demanding
• Accommodating
• Hesitant

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Influence
Working Strength -

• Influential
• Persuasive
• Friendly
• Verbal
• Communicative
• Positive

Efficiency Factor

• Reserved
• Reflective
• Probing
• Serious
• Suspicious
• Self-Conscious

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Steadiness
Working Strength -

• Dependable
• Deliberate
• Amiable
• Persistent
• Good Listener
• Kind

Efficiency Factor

• Mobile
• Alert
• Active
• Restless
• Demonstrative

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Compliance
Working Strength -

• Compliant
• Careful
• Systematic
• Precise
• Accurate
• Perfectionist
• Logical

Efficiency Factor

• Firm
• Persistent
• Stubborn
• Strong-Willed
• Independent

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Self Awareness
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General Intelligence Assessment (GIA)

• Provides an insight into an individuals fluid
  intelligence and speed of learning
• Do they prefer to do things quickly and
  accurately slowly and accurately quickly and
  inaccurately or slowly and accurately
• Looks at 5 cognitive areas reasoning, perceptual
  speed, number, speed and accuracy, word meaning
  and spatial visualisation

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Emotional Intelligence (EI)

• Provides an insight into how people get on with
  each other and it is critical to successful work
• An index of an individuals perceived ability to
  understand process and utilise emotion related
  information in every day life.
• Looks at how well they manage their own emotions
  and the emotions of others
• Individual facets looked at include self esteem,
  self motivation, adaptability, stress management

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How can this help students?

• Rather than a broad brush approach, gives each
  individual increased self awareness regarding
  their own
• behaviour including strengths and limitations and
  preferred style of working/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 skills are they more literate or
  numerate? do they prefer data and spreadsheets
  or graphics? do they solve problems quickly or
  prefer to take their time and think about things?

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Where are we now?

• Two distinct groups of student selected (May/Jun)
  
• Students invited to undertake assessments
  Parental agreement sought with Parents
  Information evening (Sept/Oct)
• Staff trained by Thomas to interpret Assessments
  (Nov to Jan)
• Intervention strategies being formulated
  (on-going)
• Feedback to individuals started (Feb)

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Issues and other stuff.

• Involvement of parents
• Time to feedback
• EI
• Intervention strategies to be employed
• Working with other agencies
• Informing staff and integrating into classroom
  practice
• How to measure Impact

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Questions?