Psychometric testing in schools is benefiting students, writes Kristie Kellahan.
'I don't know what I want to do with my life": it's a statement heard all too often by high-school careers advisers. With so many decisions to make regarding subject choice, university course applications and ultimately career paths, students are often hungry for guidance.
A careers adviser at Kirrawee High School, John Olovich, says jobs that many students will do when they complete their training haven't even been created yet.
"Students are encouraged to not simply choose a job - one that appears suitable - but to look at the skill sets needed for careers and to match these with ones they may already possess or want to attain through further training," he says. In helping students become clear about their skills and personality type, Olovich uses the Myers-Briggs Type Indicator, a psychometric questionnaire that analyses how people see the world.
"As different personality types possess certain skills or traits, they can then be matched to job types that also require these skills or traits," Olovich says. "For instance, a student who has a propensity for logical analysis may then be directed to careers in science or law. Another student who indicates that they have a high regard for personal feelings or values of people can be directed towards counselling or caring type activities."
Olovich, who underwent psychometric questionnaire training in May 2005, found it gave him a greater understanding of different personalities and how they can affect career aptitude.
"The test also helps students better understand themselves and diminishes the uncertainty and self- doubt teenagers often experience when faced with choosing careers, a decision that can have a lifelong impact," he says. "The relief and confidence students display when the test often confirms their inclinations for various careers makes me glad I have added this additional 'string to my bow' to help uncover students' futures."
The deputy principal and history teacher at Blacktown Girls High School, Jeffrey Lumb, says the use of psychometric questionnaires in schools is by no means new.
"A number of schools, especially schools in the non-government sector, use the questionnaires as a tool for assisting students in planning their individual career paths," he explains. "Our aim has been far more comprehensive: to integrate psychometric questionnaires into all facets of the school, in programming, teaching practice and day-to-day interaction with our students and parents."
A number of teachers from the school have been trained in theory by expert Mary McGuiness from the Institute for Type Development. Students are assessed in year 7, at the beginning of their high school career, to identify their preferred learning style.
"A student's interests and learning preferences directly affect how they take in information," Lumb says. "Significant professional research exists on how we all best learn based on personality preferences. Our challenge has been to use this knowledge with staff in the first instance and then to expand this to a select group of year 7 students."
Lumb says the eventual aim is to use psychometric questionnaires throughout the school.
"We believe it is crucial for us as educators to value and encourage different ways of learning and teaching, according to the needs of the students," he says.
"In classrooms where teachers and students understand the differences in their teaching and learning styles, communication, and therefore learning, is enhanced. Educators who vary their teaching styles after learning about personality type often find they can motivate and teach a wider range of students, because they are appealing to all preferences."
Perhaps one of the greatest lessons learnt through incorporating personality profiling into the classroom is the acceptance of diversity. "When students and teachers are empowered through psychometric questionnaire knowledge, both recognise the legitimacy of the other person's preference, while accepting that there can be difference," Lumb says. "So, instead of labelling the student as 'misbehaving' or the teacher as 'unreasonable', differences are understood and respected. Both are empowered."