Case Study Thomas Ppa Assessments

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Psychometric Testing of

Students – a work in progress

Andy Watts

February 2011

“All of us do not have equal talent, but all of us should have equal

opportunity to develop our talent.”

John. F . Kennedy



Year 10 Case Study

What is Psychometric Testing?

o! can this he"# students?

Where are !e no!?

$uestions



• Confident, precocious, intelligent child who never showed any signsof 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 todo anything to help

• Following results from #I and $$%, which alerted the fact there was aproblem, she was ta&en to an educational psychologist who identifiedher to be e'ceptionally bright but diagnosed her with (ysgraphia) aform of dysle'ia.

• *efore being diagnosed with this condition, the child e'hibited angerand frustration thin&ing she was stupid, resulting in her withdrawingand disengaging from lessons. +he now understands her ownproblem and with the help of the school has put strategies in place todeal with this.

Year 10 Case Study



• Following her diagnosis and wor& with the educational

psychologist, she was tested again and has dramaticallyimproved on areas of her #I which initially indicateddepression.

• er parents now consider her to be bac& on trac& butfortunate that they were luc&y enough to have access tosomething e'tra to help their daughter.



#'tension after representation

• wor&shops were held in July involving 1-year 1 students.

• /he wor&shops covered communications andself awareness, preparation for and practice

of 0ob interviews and a /homas $$%!psychometric test which was reported to eachstudent.

• %ll agreed that the pilot programme had beensuccessful 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. /estsinclude the measurement of &nowledge, abilities, attitudes, and traits.

• It has a 1 year history and tests sell over 23 billion per yearinternationally.

• /homas offers three different assessments to loo& at the variousaspects 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

Competency

Behaviours

Personality &

Awareness

Hard Skills

Aptitude & Ability



GIA

EIQ

Skills

360

PPA

Thomas Assessments

Competency

Behaviours

Personality &

Awareness

Hard Skills

Aptitude & Ability



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.



Marston’s Theory

PERCIEVED SITUATION

Hostile, unfriendly,antagonistic

ACTIVE

EHAVIOURS

PASSIVE

EHAVIOURS

!riendly, fa"oura#le

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

DO$INANCEDO$INANCE%PO&ER'%PO&ER'

CO$P(IANCECO$P(IANCE%PO(IC)'%PO(IC)'

IN!(UENCIN!(UENCEE

%PEOP(E'%PEOP(E'

STEADINESSSTEADINESS%PACE'%PACE'



Personal Profile Analysis (PPA)



Dominance

%ri&ing

Com#etiti&e

Forcefu"

'n(uisiti&e

%irect

Se"f)Starting

Asserti&e*i"d *annered

+o! %ecision ,eed

,on demanding

Accommodating

esitant

Wor-ing Strength )

./ciency Factor



'nuentia"

Persuasi&e

Friend"y

erba"

Communicati&e

Positi&eeser&ed

eecti&e

Probing

Serious

Sus#icious

Se"f)Conscious

Inuence

Wor-ing Strength )

./ciency Factor



Steadiness

%e#endab"e

%e"iberate

Amiab"e

Persistent

3ood +istener4ind

*obi"e

A"ertActi&e

est"ess

%emonstrati&e

./ciency Factor

Wor-ing Strength )



Com#"iance

Com#"iantCarefu"

Systematic

Precise

Accurate

Perfectionist

+ogica"Firm

PersistentStubborn

Strong)Wi""ed

'nde#endent

Wor-ing Strength )

./ciency Factor



SelfAwareness



3enera" 'nte""igence Assessment53'A6 •Provides an insight into

an individ!als fl!idintelligene and speed oflearning

•o they prefer to dothings *!i+ly and

a!rately, slowly anda!rately, *!i+ly andina!rately or slowly anda!rately

•Loo+s at - ognitive

areas, reasoning$perept!al speed$n!mber$ speed anda!ray$ word meaningand spatial vis!alisation



motional /ntelligene (/)•Provides an insight into howpeople get on with eah other

and it is ritial to s!essf!lwor+

•An inde0 of an individ!alspereived ability to !nderstandproess and !tilise emotion

related information in everyday life.

•Loo+s at how well theymanage their own emotionsand the emotions of others

•/ndivid!al faets loo+ed atinl!de self esteem$ selfmotivation$ adaptability$ stressmanagement



How can this help students?

9ather than a broad brush approach, gives each individualincreased self awareness regarding their own4

•behaviour including strengths and limitations and preferred

style of wor&ing:learning•their level of emotional intelligence and can highlightissues such as self esteem and confidence which mayprevent a small problem spiralling out of control

•cognitive s&ills) are they more literate or numerate;) dothey prefer data and spreadsheets or graphics;) do theysolve problems <uic&ly or prefer to ta&e their time and thin&about things;



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 6on5going7

• 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

• "ow to measure Impact



Auestions;

Case Study Thomas Ppa Assessments

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