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