Scotch College morrisby report morrisby report morrisby report - - PowerPoint PPT Presentation

Understanding the Morrisby Report

Scotch College

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Morrisby Report – Overview

• Intention - to support the process of subject, course and

career choice by providing an objective statement of a person’s underlying abilities, personality and career interests

• It uses measured potential rather than academic

attainment

• It’s key focus is on What

Type rather than How Much ability a person has.

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Morrisby Report – Overview

• Career guidance is not an exact science – never a 1:1

relationship between a profile and a career

• Suggestions are just that – they do not limit options (say

either that you will be successful in… or cannot do …..)

• Does not provide ‘the answer’
• Does not take into account current academic

performance

• Used in about 60 schools in Australia.

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This evening …………

• Access to this information
• Summarise principles of the Morrisby Report
• Questions.

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Confidentiality of Information

• The report is the property of the student/family
• College have a report summary for each student; to

support on-going guidance

• All information is available on-line, password protected.

This supports on-going research and provides access to the T ertiary Study Interest questionnaire.

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What was involved?

• Career interest questionnaire - 30 mins at home/school.

Sample questions:

I would like to work with animals I would like to research news stories I would like to help people through difficult times I would like to solve problems using science

• Over three hours of paper and pencil assessments.

12 exercises: 8 ability, 4 personal style.

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Top half of the Profile – P3

Reasoning

• Gen. Abilities -Verbal
• Numerical
• Perceptual

Spatial Mechanical

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Top half of the Profile

• Abilities took 2 hours 50 minutes to assess – long enough to

acquire a reliable measure of performance

• Scores are normally distributed. (see bottom of p2)
• Sharp end of a score reflects error in measurement
• Greater the difference between scores – the more reliable the

inferences made.

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Not confident there is a difference

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Ability Test - Reasoning

Look at the string of

• beads. At the end of

the string you will see two question marks (??) where the next two beads will go. Choose the first and second missing beads from the numbered beads on the right.

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Ability Test - Verbal

Look at the six words. Four of them have something in common, but two do not belong with the other four. For each question decide which two words do not belong with the other four. breakfast hammer dinner blue lunch tea

A B C D E F

branch leaf trunk post spade bark

A B C D E F

box table case bag packet apple

A B C D E F

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Ability Test - Perceptual

The two figures on the left go together in a certain way. Choose two figures, one from each box, that go together in the same way.

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What type of ability…. Top P4

Reasoning:

Intellectual Power Understanding Handle complexity Learn quickly The Compound Series T est High levels not required for many jobs Important for work involving complex analyses particularly in science and technology.

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What type of ability…. Bottom P4

Reasoning:

Intellectual Power Understanding Handle complexity Learn quickly The Compound Series T est

General Abilities:

Handle information Words, Numbers & Diagrams The General Abilities (V, N & P) Performance underlies academic ability.

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Tests working together

Distance runner Sumo wrestler

Explosive power Long Legs Weight Explosive power Long Legs Weight Explosive power

Similar concept to profiling of sportspeople Look for a High Jumper : - limb length, weight, explosive power all help predict potential.

Long Legs Weight

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Tests working together

• More is not always better
• Other factors such as motivation, opportunity, interest

are clearly very important (often more so)

• When choosing athletes you would want access to this

information but not to be bound by it.

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General Abilities (bottom of P4)

Verbal Numerical Perceptual

Arts – Commercial, Literary, Academic

Verbal Numerical Perceptual

Science –T echnological, Science, Design

Verbal Numerical Perceptual

Commercial/Organisational – Quantitative (not necessarily maths), concerned with

• rganisation, methods, systems

Verbal Numerical Perceptual Verbal Numerical Perceptual

Services – People, media, medicine, art Balanced – All-rounder – maybe undecided.

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English as a Second Language Impact

Verbal Numerical Perceptual

‘True’ profile – Arts - Commercial, Literary, Academic

Verbal Numerical Perceptual

‘True’ profile - Services – People, media, medicine, art

Verbal Numerical Perceptual

E2L version – Commerial/technical

Verbal Numerical Perceptual

E2L Version – Science.

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Choose chemistry

• This is for discussion only to support other

information when making subject choice. Choose biology

Reasoning Verbal Numerical Perceptual Reasoning Verbal Numerical Perceptual

Subject Choice

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What type of ability…. P5

Reasoning:

Intellectual Power Understanding Handle complexity Learn quickly The Compound Series T est

General Abilities:

Handle information Words, Numbers & Diagrams The General Abilities (V, N & P)

Practical Abilities:

Spatial Mechanical (Detail/Overview) The Practical Abilities

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Ability Test - Spatial

Look at these three letters or shapes. For each question work out which letter or shape has been turned or ‘flipped’ over so you can see its other side.

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Problem Solving – P6

Thinking things out Using information Using experience

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Personal Style Measures Top p8

Awareness Flexibility Inner conviction Confidence

• Scores do not depend upon on self-perception
• Students performed timed tasks and Personal Style was

derived from these scores

• In the same way that ability results underlie academic

performance these measures underlie the social development of a person.

Clerical checking task. How fast can the mind

• perate – translates into

awareness. Speed – not power. Pick up a problem; deal with it; move onto the next.

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Awareness

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Perseveration. Inability to switch from current ‘set’ of behaviour. Alternation test. Leaves the hiccough- change ‘Mental Set’.

Flexibility

Inner conviction

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Inwardly relaxed and self confident. Limiting factor not normally vocabulary but a person’s uncertainty. Word fluency test. Divergent thinking.

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Decisiveness

Public/outward confidence. Quantity not quality. A measure of Ideational Fluency. Initiative.

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Awareness Flexibility Inner conviction Decisiveness

The Speed T ests

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Awareness Flexibility Inner conviction Decisiveness

The Speed T ests

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Career Suggestions (pp 17-19)

• Suggestions are in rank order but this is unimportant
• Clearly held interests may outweigh ability test data in

the generation of career suggestions, depending on the clarity of the profile

• Discussion document – part of the career guidance

process

• On-line exploration.

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