Download - Anne haverman serfontein
Allan Gray Orbis FoundationSelection Summit
Anne Havemann-SerfonteinCentre for Career Advice, Stellenbosch University
29 September 2015
Introduction• What is psychometric assessment?
• Never used in isolation, but as additional information to add to a person’s profile e.g. school reports (exam and test performance), individual interview and socio-economic circumstances
• Shows potential as well as areas for growth/ development and potential risk areas
• Information can be used in the further development of a person e.g. in the form of workshops
Our involvement in the scholarship programme
Information to be used in selection process to identify learners who may: • excel academically• cope in academically challenging environment• benefit from opportunity Differential Aptitude Test (Advanced)
• show emotional and social functioning to fully engage in available opportunities
• cope with adjustment of experienceEmotional Intelligence (BaronEQ: Youth Version)
Differential Aptitude Test • Potential which enables a person to reach a certain level of ability with a given amount
of training and/or practice
• Predict a person’s ability to learn from or profit from an educational experience or the likelihood of a person’s success in a given occupation or course of study
• Grows slowly and results from daily living and learning
• DAT-S predicts specific aptitude in certain fields in comparison with a standardized reference group (i.e. a peer group with similar educational background to the learner)
• As part of a comprehensive assessment battery, a learner’s aptitude test results can predict possible academic success in specific fields of study / training / career paths
• Results should always be interpreted within a learner’s context
Differential Aptitude TestVocabulary: Verbal insight, knowledge of words and their
meaning, as well as the application of this knowledge in written or spoken language.
Verbal reasoning: General reasoning ability which is measured on the basis of verbal material; ability to identify relationships, complete word analogies and solve problems requiring logical thought (general level of cognitive functioning).
Non-verbal reasoning: General reasoning ability which is measured on the basis of non-verbal material; ability to draw logical conclusions and solve problems of a logical nature in which words and numbers do not occur in the question (non-verbal aspect of intellectual ability).
Differential Aptitude TestCalculations: Mathematical understanding, arithmetical
ability, performance of calculations.
Reading comprehension: Ability to comprehend contextual information, which should give a good indication of general language ability.
Memory: Ability to retain, summarise and recall information.
DAT-S scoresScore Description
9Excellent
Top 4 percent of population Very good potential for academic study
8Above average
Top 11 percent of population Good potential for academic study
7Above average
Top 23 percent of population Potential for academic study
6High average
Top 40 percent of population High average learner
4,5 (6)Average
Within the 23rd and 78th percentile Majority of peer group, average learner
3 or lower Bottom 23 percent of the populationBelow average learner
Average score per subtestAverage score per subtest
Vocabular
y
Verbal
reaso
ning
Non-verbal
reaso
ning
Calculati
ons
Reading c
omprehen
sion
Memory
Mean DAT s
core0
1
2
3
4
5
6
7
8
9
6.2
6.9
7.8
7.3
6.4
6.9 6.96.7
7.88.1
7.77.3
7.5 7.5
Full groupSelected
BarOn Emotional Quotient Inventory: Youth Version
Emotional Intelligence (EQ) is the foundational competency every leader needs to grow.
“Emotional Intelligence has proven a better predictor of future success than traditional methods like the GPA, IQ, and
standardized test scores. “ -Daniel Goleman
Emotional Intelligence is a master aptitude, a capacity that profoundly affects all other abilities, either facilitating or
interfering with them.“ -Daniel Goleman
BarOn Emotional Quotient Inventory: Youth Version
• emotional and social functioning
• youths aged 7 to 18
• estimate of underlying emotional and social intelligence
BarOn Emotional Quotient Inventory: Youth Version
• Used in combination with collateral information
• Low scores suggest need for improvement in certain areas (interventions)
• Develops over time, changes throughout life & improved through training, remedial programmes and therapeutic interventions
Positive impressionThere is a modest negative correlation between age and
positive impression. Researchers have found that younger children are more likely, than older children, to under report negative attributes (or over report positive attributes).
Elevated scores can be because the respondent wants to give
an elevated positive impression of themselves
Can also indicate self-deception, or lack of self-awareness, rather than an attempt to make a positive impression
Total EQ
Characteristics of people with high scores:
These individuals are generally effective in dealing with daily demands and are typically happy
Intrapersonal functioning
Characteristics of people with high scores:
These individuals understand their emotions. They are able to express and communicate their feelings and needs.
Programs to improve focus on e.g.Recognizing feelings
Teaching them a vocabulary for the feelingsAssertiveness
Becoming aware of how their thoughts and feelings influence their choices
Interpersonal functioning :
Characteristics of people with high scores:
These individuals are likely to have satisfying interpersonal relationships. They are good listeners and are able to
understand and appreciate the feelings of others.
Programs to improve focus on e.g.Teaching empathic skills
Social responsibilityInterpersonal communication skills
Supporting others
Stress management
Characteristics of people with high scores:
These individuals are generally calm and work well under pressure. They are rarely impulsive and can usually respond to a
stressful event without an emotional outburst
Programs to improve focus on e.g.Stress tolerance and anger management
Guided imagery as a tool for coping with distressControlling feelings and preventing impulsive behaviour
Adaptability
Characteristics of people with high scores:
Key aspect of adaptability is the ability to identify and define problems, and then to generate and implement solutions.
These individuals are flexible, realistic and effective in managing change. They are good at finding positive ways of dealing with
everyday problems.
Programs to improve focus on e.g.Realistic thinking
Generating and implementing solutions
General mood
Characteristics of people with high scores:
These individuals are optimistic. They also have a positive outlook and are typically pleasant to be with
Programs to improve focus on e.g.Positive thinking skills
Identifying automatic pessimistic thoughts and replacing them
EQ Total
Markedly low Very low Low Average High Very high Markedly high0
5
10
15
20
25
30
0 0
2
26
19
9
4
0 0 0
17
7 7
2
Full groupSelected
Positive impression
Not suggested Suggested Strongly suggested0
5
10
15
20
25
30
35
40
45
50
43
13
4
23
8
2
Full groupSelected
Possible longer term interventions
• Grade 8 – EQ development interventions/ Study methods
• Grade 9 – Subject choice assessment and counselling
• Grade 10 – Workshops (e.g. study methods, time management)
• Grade 11 - Career assessment and counselling
• Grade 12 – Assistance in terms of final preparation for higher education studies
Assessment battery• Over the last 15 years we have refined our assessment battery to
best suit the needs of the population we serve
• Benchmarking
Career choices are based on:• Individual• Cultural• Social• Environmental factors
• Career choice and Subject choice - a combination of knowledge of courses and admission requirements , as well as self- knowledge
Our battery of tests help the learners to gain information about
1) Interests
• Relatively consistent preferences that a person shows for certain activities/fields and correlate significantly with motivation and productivity.
• Although strong preferences do not necessarily imply ability or success in an activity, research identifies interest as an important criterion in career selection.
We approach it from two angles:
Meyer Interest Questionnaire (MB10) Career Interest Profile (CIP)
Our assessment battery helps learners to gain information about
2) Personality
Myers-Briggs Type Indicator (MBTI)
• Researched in South Africa
• Focuses on strengths and thus empowers the learner rather than focusing on pathology
• Focuses on personality traits that are relevant in e.g. The place of work Relationships
Our assessment battery helps learners to gain information about
3) Aptitude
Differential Aptitude test (DAT)
• Well researched battery
• Standardised norms for the South African population
• Can be used in predicting possible success in a particular field of study / occupation