Values Based Assessment

Lyn Dale

Assessment Psychologist

July 1st 2013

• Cambridge University• Cambridge Assessment• Cambridge English Language Assessment• Admissions tests for entrance to education

• TSA, BMAT, IMAT, English language

testing• New CPSQ

Admissions Testing Service

Agenda 1

• Psychologists’ perspective on values• Research study of nurse values • Survey and discussion on professional

values

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.

Part of our identity

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

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.

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

What are your professional values?

• Please select 10 values • Now rank them in order• Comparison to Israeli study

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.

Key Reference

Nurses’ Professional and Personal

Values

Michal Rassin

Nursing Ethics 2008 15 (5)

SAGE Publications

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!

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’

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?

Development of the CPSQ

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

Adapt personality model usinginterview work

Conscientious

Likert or rating scale

Forced-choice or ranking

Trials 2009 - 2012 Trial1 Trial 2 Trial 3 Trial 4 Final

Version

QuestionVersion

320 items

288 items 240 items 240 items 164 items

Response Method

Rating Rating & Ranking

Rating & Ranking

Rating & Ranking

Rating & Ranking

Format Paper&Pencil

Computer Computer Computer Computer

Sample N 372 973 589 2065

VolunteerStudent Groups

A level HealthcareUniversity & A level

HealthcareUniversity

Healthcare University & A level

CPSQ

5 Styles Description

Thinking Intellectual curiosity and openness

Study & Work Motivation and self-management

Coping Resilience and adaptability to demands

Interpersonal Social confidence and helping others

Social Responsibility, rules and cooperation

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

Profile nursing & midwiferyNursing and Midwifery n= 314

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UsesSuggestions:- 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

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?

Piloting autumn 2013To contact us:

Lyn Dale

Dale.l@cambridgeenglish.org

Visit our website:

www.admissionstestingservice.org