Values Based Assessment

1. Values Based Assessment Lyn Dale Assessment Psychologist July 1st2013

2. Admissions Testing Service • Cambridge University • Cambridge Assessment • Cambridge English Language Assessment • Admissions tests for entrance to education • TSA, BMAT, IMAT, English language testing • New CPSQ

3. Agenda 1 • Psychologists’ perspective on values • Research study of nurse values • Survey and discussion on professional values

4. Definition of values • Ongoing belief or attitude about a certain type of behaviour or state that is considered desirable. Rokeach, 1973 • What people want & consider important in their lives. • Enduring beliefs (but can be changed). • Values act as motives and guide behaviour and judgement.

5. Part of our identity

6. Schwartz (1992) values taxonomy • 1 Benevolence: active protection of others’ welfare • 2 Universalism: equality and justice • 3 Self-direction: independence in thought and action • 4 Stimulation: excitement • 5 Hedonism: sensuous and emotional gratification • 6 Achievement: personal success through competence • 7 Power: status and respect • 8 Security: safety and harmony of self and social group • 9 Conformity: restraint of actions and impulses • 10 Tradition

7. Rokeach’s values theory (1975) • People have terminal values (desirable end states) and instrumental values (desirable conduct or behaviour). • Desirable modes of conduct are instrumental to attaining end states. • Rokeach’s Value Survey - values have a hierarchy and can be ranked in order of importance to the person.

8. Study of nurses’ professional and personal values • Participants 323 Israeli nurses. • Asked about 36 personal values and 20 professional values. Rokeach’s theory. • Terminal personal values: family security, happiness, sense of accomplishment, a world of peace (free from war & conflict). • Instrumental behaviours: honesty, responsible, intellectual, loving, self-reliant

9. What are your professional values? • Please select 10 values • Now rank them in order • Comparison to Israeli study

10. What effects nursing values? • Culture, Japanese and American nurses how different ideas about the value of truth telling and patient autonomy. • Professional experience? Inconclusive. • Vocational education? Personal values appear to direct people towards certain career choices but inconclusive as to whether education influences values.

11. Key Reference • Nurses’ Professional and Personal • Values • Michal Rassin • Nursing Ethics 2008 15 (5) • SAGE Publications

12. Agenda 2 –Putting (terminal)values into action (with instrumental behaviours) • Instrumental behaviours or desired conduct • Development of a non-cognitive assessment CPSQ • Ask any questions you like!

13. Driver for the CPSQ • BioMedical Admissions Test (BMAT) • Medical competency frameworks include non-cognitive attributes • NCA already in use e.g. interview, personal statement, reference etc. • Typically non-standardised & highly subjective • Selectors want a ‘scientific approach’

14. Assessment need • Based on interviews with medicine, nursing, midwifery, dentistry, teacher training, AHP. • Good ‘fit’ with the course and profession (idea of a ‘profile’). • Avoid selecting the highly unsuitable. • Admissions interviewers look for … • What desired conduct or ‘instrumental’ behaviour would you want to assess?

15. Development of the CPSQ

17. Personality assessment works • Lievens et al. (2009) personality scale validities increased throughout medical school: • - longitudinal 1-7 years. N = 627 medical students (Belgium) • - predicted grade point average year 1 = r.18 at year 7 = r.45 • McManus et al. (2004) personality determinants of stress: • - longitudinal 12 year study. N= 1668 UK-based medical students • - personality questionnaire given at the start of their course • - stress levels measured 5 years post graduation • - high levels of neuroticism, low level of extraversion and low • conscientiousness determined stress levels for doctors

18. Adapt personality model usinginterview work • Conscientious

19. Likert or rating scale

20. Forced-choice or ranking

21. Trials 2009 - 2012

22. CPSQ

23. Relationship with emotional intelligence • Measure TEIQue (Petrides, 2009), self report measure of Global Trait Emotional Intelligence: • - completed concurrently with CPSQ (N=114) • - predicts Global Trait EI (multiple R = 0.7) • - emotion-based Coping Styles and Social • Confidence r = >0.3

24. Profile nursing & midwifery

25. Uses • Suggestions: • course placement & recruitment • target interview questions • extra supporting evidence • filter out extreme profiles (validation evidence required) • early warning of student needs • careers advisory (modified version) • professional development • Feedback report format and length needs matched to use

26. Person x Situation System • 1960s social psychology experiment on unquestioning compliance with authority • Unfamiliar hospital staff doctor calls up 22 nurses and requests that a patient immediately be given 20 milligrams of “Astrogen”. The patient ‘must have this before I arrive’. • Bottle states 5 mg is usual, 10 mg max dose • How many nurses comply?

27. Piloting autumn 2013 • To contact us: • Lyn Dale • Dale.l@cambridgeenglish.org • Visit our website: • www.admissionstestingservice.org