Values Based
Assessment
Lyn Dale
Assessment Psychologist
July 1st 2013
Admissions Testing Service
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Cambridge University
Cambridge Assessment
Cambridge English Language Assessment
Admissions tests for entrance to education
TSA, BMAT, IMAT, English language
testing
• New CPSQ
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 noncognitive attributes
• NCA already in use e.g. interview, personal
statement, reference etc.
• Typically non-standardised & highly subjective
• Selectors want a ‘scientific approach’
Assessment need
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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 using
interview work
Conscientious
Likert or rating scale
Forced-choice or ranking
Trials 2009 - 2012
Trial1
Trial 2
Trial 3
Trial 4
Final
Version
Question
Version
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
Volunteer
Student
Groups
A level
Healthcare Healthcare Healthcare
University University University
& A level
& 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
Active Enquiry
Open
Thinking Style
Helping
Cooperative
Social
Responsibility
Achievement
Focus
Self-Discipline
Organised
Social
Confidence
Risk-Taking
Relaxed
Resilient
Emotional
Control
Profile nursing & midwifery
Nursing and Midwifery n= 314
2.00
1.50
1.00
.50
.00
-.50
-1.00
-1.50
O1
O2
A1
A2
A3
C1
C2
C3
E1
E2
ES1
ES2
ES3
Uses
Suggestions:
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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 2013
To contact us:
Lyn Dale
Dale.l@cambridgeenglish.org
Visit our website:
www.admissionstestingservice.org