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Cognitive testing in the application process. Philip Duggan Head of Secondary PGCE Programmes & Graduate Diplomas. The plan. Cognitive testing used in three ways: To inform the application process To assist trainees to market themselves As a longitudinal research study.
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Cognitive testing in the application process Philip Duggan Head of Secondary PGCE Programmes & Graduate Diplomas
The plan • Cognitive testing used in three ways: • To inform the application process • To assist trainees to market themselves • As a longitudinal research study
Why do we want it? • Cognitive testing to inform: • Commitment, motivation • Confidence, enthusiasm, energy • Team worker, effective manager, communicator • Resilience, robustness, balance
The application process • Prepare applicants for: • Diagnostic written tests (M level) • Group discussions • Pupil activities • Pupil interview panels • Cognitive testing (to inform selection) • Skills tests (to be passed before entry on to the course) • Answering the question/background research
How do we start? • Use of an established consultancy who is already heavily involved in our own recruitment processes • Commitment to support the on-going development of the tests
Pilot: cognitive testing • 90 PGCE trainees (2012-13) • Earlier this year, a number of trainees undertook the cognitive tests and were provided with feedback on their behavioural styles and preferences, with a view to supporting their personal development and helping them secure employment at the end of their course. • Longitudinal development with trainees invited to participate in further research and followed up at 1, 2 and 5 year points.
Testing details • The trainees receive two reports: • Work Strengths Behavioural Report (ITT assessment) • Work Strengths Candidate Report (Marketing Report)
How are they used? • Used in a very similar way across PG and UG selection processes. • All interviewers look at them, but only where there are decisions to be made between very similar applicants are they used to enhance their judgements, and then only post interview. • As yet no-one uses them to inform questioning during the interview, nor as a source for supplementary questions.
How are they used? • As far as supporting selection is concerned, there is a strong sense that the reports should be used very carefully, and be interpreted via professional judgements. • Subject routes who have large numbers of applicants to select from may use the reports to check for specific strengths, but only after the interviews have taken place.
School Direct • In recruitment to School Direct their use is variable. • Schools do not consider it useful to use a tool they do not use in their own recruitment processes and of which they have no experience. • They do not ask applicants to take the test until they are brought to the review panel for final selection, and when they do refer to the tests they are most interested in the areas of communication, and in the case of strong candidates they are looking for leadership potential – nevertheless, this is post interview.
Barriers • Schools are finding large numbers of applicants not turning up for interview so are conscious of the waste of money caused by earlier testing. • They are also concerned by applicants making dual applications – SD and standard PGCE – who may be tested twice, again at expense to the TA.
Concerns • The primary team note that the same judgements are applied to 17/18 year olds as PGs which may impact upon the results. • Use in induction for UGs may not be useful as they are developing skills naturally as they mature. • There is further concern about cost implications, in that a significant number of applicants accept interview dates, complete tests and then fail to attend. • It may be worth further investigation as to establishing any correlation between low turnout at interviews and the amount of pre-interview testing (skills tests as well as non-cognitive testing).
Follow up • There is a fairly positive attitude towards using the reports as part of the trainee’s self-auditing procedure which takes place during induction, where new trainees might engage with the development of their personal qualities as well as that of their subject and pedagogical knowledge.
