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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
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Year 10 Case Study
What is Psychometric Testing?
o! can this he"# students?
Where are !e no!?
$uestions
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• 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 $$%, which alerted the fact there was aproblem, she was ta&en to an educational psychologist who identifiedher to be e'ceptionally bright but diagnosed her with (ysgraphia) aform of dysle'ia.
• *efore being diagnosed with this condition, the child e'hibited angerand frustration thin&ing she was stupid, resulting in her withdrawingand disengaging from lessons. +he now understands her ownproblem and with the help of the school has put strategies in place todeal with this.
Year 10 Case Study
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• Following her diagnosis and wor& with the educational
psychologist, she was tested again and has dramaticallyimproved on areas of her #I which initially indicateddepression.
• er parents now consider her to be bac& on trac& butfortunate that they were luc&y enough to have access tosomething e'tra to help their daughter.
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#'tension after representation
• wor&shops were held in July involving 1-year 1 students.
• /he wor&shops covered communications andself awareness, preparation for and practice
of 0ob interviews and a /homas $$%!psychometric test which was reported to eachstudent.
• %ll agreed that the pilot programme had beensuccessful and helpful.
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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
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Thomas Assessments
Competency
Behaviours
Personality &
Awareness
Hard Skills
Aptitude & Ability
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GIA
EIQ
Skills
360
PPA
Thomas Assessments
Competency
Behaviours
Personality &
Awareness
Hard Skills
Aptitude & Ability
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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.
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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'
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Personal Profile Analysis (PPA)
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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
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'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
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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 )
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Com#"iance
Com#"iantCarefu"
Systematic
Precise
Accurate
Perfectionist
+ogica"Firm
PersistentStubborn
Strong)Wi""ed
'nde#endent
Wor-ing Strength )
./ciency Factor
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SelfAwareness
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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
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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
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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;
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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
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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
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Auestions;
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