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  • Section B: Your interest profile. The page on the left explains what the page on the right is all about. The page on the right is a complete summary of the student’s responses to the questions in the questionnaire. There is no information whatsoever from the test results on this page. The column on the left entitled ‘ Career Areas’ contains a number of career and occupational areas listed in accordance with the student’s initial responses to 6 – 10 questions related to that particular career field ( i.e. ‘I think I would like journalism’ ). The second column – ‘Interest level % ’ gives an indication of the level of that initial interest in percentage terms. Usually a student scores 90+ at the top falling to 0 at the bottom. It is important to concentrate on the top few areas i.e. those printed in colour as these would appear to be the most significant areas. The ‘Career Area’ list, in particular the careers at the top, are not necessarily in an absolute priority order. For example “sports” shows up at the top but does the student has a career related to sports in mind or is it simply a reflection of a strong leisure interest? Most students indicate a broad range of occupational areas rather than very specific jobs at this stage. The green ball with the ‘i’ indicates an area that the student has already identified as a possible interest on the day he or she took the test. The purple ‘m’ indicates an area lower down the students Interest Level but with a strong Overall Match. This I will now explain to you. The third column from the left headed ‘Overall match %’ reflects the results of the student’s responses to subsequent, more subtle questions within that particular occupational area to ensure that their initial responses were substantiated and genuine, or otherwise. Some students might not have a proper or realistic picture of a certain career yet and this will be noticed here. It is rare for there to be a 100% at the top of the ‘Overall match%’ column, but anything of 80% or more in this column, matching a very high or high in the ‘Interest level %’ - the first column - can be considered as quite a strong interest. If a very high or high in the ‘Interest level%’ column is matched with a marginal or low in the ‘Overall match %’ column, there are issues that need to be explored with the student. In the fourth column are listed the Useful School Subjects for each career area. Please find the explanation of the symbols at the bottom of the page. For the 6 or 8 priority occupational interest areas, further details are given in the worksheets.
  • Section C: Worksheet, right page We will start with the right hand page. Looking at these worksheets you will see a bar graph indicating the results of the overall match. The bar graphs in green indicate a sound interest. Orange means that the interest is moderate, but the bar graphs in red in most cases need to be seriously discussed. . Occasionally there will be some ‘red herrings’ here e.g. ‘Drama Related’ contains Music as an overall match. The student may only be interested in acting therefore the Music score should be dismissed from the formula. Equally often in the sciences there may be an interest in Chemistry but no interest in Physics. In case a student is initially interested in Journalism but does not like to write or verbal communication, this would have implications for them. In front of the barcodes you see the percentile. If you add the numbers and divide them by 6 you get the Overall Match percentile as you already saw in column number 3 in section B. All of the ‘ supporting interests’ used in the ‘Overall Match’ box are defined in the paragraphs below. The Look Up Notes refer to Section D further in the report. The next item refers to Relevant Cambridge Test Profile Scores . These are the student’s test scores in percentile terms that are significant to this occupational area. Finally, at the bottom of the page there is a Career Check List box . This contains a number of statements referring to important skills, attitudes, abilities etc for that particular occupational area. The student should be encouraged to complete these at a later stage as they give an excellent insight into what will also be required to be successful in this area. The student should be able to recognise about 70% of the statements but there will be some statements related to skills that the student may not know about at this stage. If a student checks less than 50%, the career area might not entirely suit them.
  • This provides the students with a check list of the main day to day skills, abilities etc required for the occupational area detailed in the worksheet. This can be undertaken within a homeroom tutorial session.
  • Section C Worksheet left side First of all the students interest level is indicated here followed by a review of what the career area in general is about. Then it says ‘Supporting Subjects’. Please notice that this varies per country. In the box “Career Areas” you find 3 columns. The first one lists in alphabetical order all sorts of occupations related to the career area as mentioned at the top. In the second column you can reed what kind of qualification is needed for these particular jobs. Please look for clarification of the symbols at the bottom of the page. In the last column it says if a full IB is required or if the student could also do with IB certificates. The Brief Career Descriptions below will give the student a number of statements that briefly describe the job areas listed.
  • Section C Worksheet left side First of all the students interest level is indicated here followed by a review of what the career area in general is about. Then it says ‘Supporting Subjects’. Please notice that this varies per country. In the box “Career Areas” you find 3 columns. The first one lists in alphabetical order all sorts of occupations related to the career area as mentioned at the top. In the second column you can reed what kind of qualification is needed for these particular jobs. Please look for clarification of the symbols at the bottom of the page. In the last column it says if a full IB is required or if the student could also do with IB certificates. The Brief Career Descriptions below will give the student a number of statements that briefly describe the job areas listed.
  • Section C Worksheet left side First of all the students interest level is indicated here followed by a review of what the career area in general is about. Then it says ‘Supporting Subjects’. Please notice that this varies per country. In the box “Career Areas” you find 3 columns. The first one lists in alphabetical order all sorts of occupations related to the career area as mentioned at the top. In the second column you can reed what kind of qualification is needed for these particular jobs. Please look for clarification of the symbols at the bottom of the page. In the last column it says if a full IB is required or if the student could also do with IB certificates. The Brief Career Descriptions below will give the student a number of statements that briefly describe the job areas listed.
  • Section C Worksheet left side First of all the students interest level is indicated here followed by a review of what the career area in general is about. Then it says ‘Supporting Subjects’. Please notice that this varies per country. In the box “Career Areas” you find 3 columns. The first one lists in alphabetical order all sorts of occupations related to the career area as mentioned at the top. In the second column you can reed what kind of qualification is needed for these particular jobs. Please look for clarification of the symbols at the bottom of the page. In the last column it says if a full IB is required or if the student could also do with IB certificates. The Brief Career Descriptions below will give the student a number of statements that briefly describe the job areas listed.
  • Section C Worksheet left side First of all the students interest level is indicated here followed by a review of what the career area in general is about. Then it says ‘Supporting Subjects’. Please notice that this varies per country. In the box “Career Areas” you find 3 columns. The first one lists in alphabetical order all sorts of occupations related to the career area as mentioned at the top. In the second column you can reed what kind of qualification is needed for these particular jobs. Please look for clarification of the symbols at the bottom of the page. In the last column it says if a full IB is required or if the student could also do with IB certificates. The Brief Career Descriptions below will give the student a number of statements that briefly describe the job areas listed.
  • The word ‘Cambridge’ refers only to this product. It has nothing to do with Cambridge University. The left hand page contains the student’s percentile scores. These are their scores after their results have been compared with their norm group. Their norm group consists mainly of students similar to them in terms of age and educational situation i.e. International and Independent schools. Therefore a particularly hard group to be compared against. The group exists of about 5200 students. Note the way the matrix works i.e. 0 to 100. Most students will have a mixture of scores, whereas some may be all low others all higher. This area must be treated with considerable caution. Be aware of all the factors which could affect a student’s scores e.g. unwell, not used to taking standardised tests etc. Also the Verbal Reasoning, English may not be the student’s first language etc.

Transcript

  • 1. Welcome to….. ‘ Understanding your EuroQuest report’ A presentation for students at Zurich International School
  • 2. What is this all about?
    • Students at this school recently undertook an exercise entitled ‘EuroQuest’.
    • The EuroQuest reports have now been distributed.
    • The purpose of this presentation is to give a little more background information for students to make far greater use of their reports.
  • 3. The reason being: Life after school is now only a few steps ahead……… … .are you ready…..?
  • 4. How EuroQuest can help
    • Euroquest is designed to help students in the international community to :
    • Think about themselves within the context of choices.
    • Understand their strengths and areas for development.
    • Gain ideas for what may be available after education.
    • Work on any academic areas necessary for their future.
    • Make more sense of the vocational world of work.
    • Match interests, values, abilities and personality to identify potential aspirations and choices.
  • 5. … and more….
    • Consider potential occupational directions and relating outcomes of EuroQuest assessments to occupational requirements.
    • Undertake real practice of choices and consequences: subject choices for next year/grade; higher education and consequences of decisions with respect to possible career paths.
    • Set targets, devise action plans and think and prepare positively for the future.
    • Achieve success and aspirations.
  • 6. Looking at a EuroQuest report
    • The rest of this presentation will look closely at a typical EuroQuest report.
    • Everybody’s EuroQuest is different.
    • This presentation will therefore deal in generalities.
    • Students with specific questions should consult their guidance office who will contact Step One if necessary.
  • 7.
    • So let’s start looking at a typical report………..
  • 8. Euro/InterQuest A summary of your report The report is between 10-20 pages long and is comprised of the following parts: A) Introduction: outlining how your InterQuest report can help you consider future career and course possibilities B) Interest Profile: displaying key occupational and academic interests C) Career Worksheets: providing details for up to six suitable career areas, based on your interest profile E) Subject Interest Chart: an aid in helping you select IB Diploma subjects appropriate for your potential future careers or higher educational needs F) Cambridge Profile: summarising your results in the aptitudes of verbal, numerical and abstract reasoning, two- and three-dimensional spatial reasoning, spelling, arithmetic calculation, and also working quickly and accurately F) Overview of personal preferences
  • 9. Information in your report was derived from: Careers Interest Questionnaire
    • 200/250 questions
    • 30/40 minutes time to complete
  • 10. This information resulted in: B: Interest Profile The profile provides an overview of career interests, academic abilities and subjects which underpin these Green ball “i” indicates student interest Pink ball “M” indicates lower interest level but still a strong overall match Careers in blue display key occupational interests
  • 11. You should look for related ‘occupational groups’ in your list
    • Business related
    • Science related
    • Engineering related
    • Agriculture related
    • Medicine (Vet) related
    • Math related
    • Social sciences
    • Art and Design related
    • Music and Drama
    • Word related
    • People related
    • Sports related
    • ?
  • 12. Would you rather deal with people, things or perhaps information? You should always be asking yourself very simple questions such as:
  • 13. The EuroQuest then starts to move into more detail C. Career selection worksheets
    • Overview of most the suitable career areas from ‘your interest profile’
  • 14. The worksheets list various occupations within occupational families C: Work sheets
  • 15. C: The Career Worksheet awareness of additional important interests
  • 16. Overall match
    • The overall match relates to subsequent questions in the questionnaire that relate to the main occupational area.
    • The purpose of this is to see whether deeper implications of that occupation have been considered by the student also whether the student identifies with those implications or not.
    • Green bar line means: no problems.
    • Orange bar line means: should be considered.
    • Red bar line means: should be considered seriously.
    • Red does not mean ‘no’ just ‘think about it’ IF it is relevant to YOU.
  • 17. This section provides a greater opportunity to consider more closely the skills, approaches etc, required within that occupational family.
  • 18. You should also consider what you are good at and what you would like to learn.
    • Being accurate
    • Coping with distress
    • Having patience
    • Coping with stress
    • Working under pressure
    • Taking quick decisions
    • Good social skills
    • Being service related
    • Being adventurous
  • 19. This section now deals with thinking about subject choices E: Subject Selection Chart The chart is designed to help students to choose subjects that support their potential future career interests. It is a broad guide only. NOTE: The next page will reflect the subjects that are available at your school
  • 20. E. Subject selection chart
    • A list is printed in your report of the available IB subjects at your school
    This is designed to help you decide what subjects are important to you in respect of your abilities, interests and of course: what you now know is required for your future.
  • 21.
    • The next step………….
  • 22. The test results
    • So far we have only considered the results of analysing responses to the interest questionnaire.
    • The next step is to consider the test results.
    • Reference has already been made to these results within the occupational worksheets. Such reference has been only for tests relevant to those particular occupational areas.
  • 23. These are samples of the aptitude questions that were set What test would match which career field? Abstract reasoning: Three dimensional reasoning: Verbal reasoning:
  • 24. Sample Aptitude Questions What test would match which career field? Two dimensional reasoning: Arithmetic Calculation Numerical Reasoning:
  • 25. F: Cambridge Profile Results You have been provided with a summary of your results for each section of the Cambridge Profile (the aptitude assessment) The average score is 50%
  • 26. F: Speed & Accuracy You have been provided with a summary of your speed and accuracy on the Cambridge Profile tests. The grey bar highlights their speed The blue bar highlights their accuracy Look very carefully indeed at the comparison between your speed accuracy and percentile. What lessons can you learn from this is respect of your test performance?
  • 27. Occupations
    • How do your test results relate to the occupations you are thinking about?
    • How important for instance is verbal reasoning, abstract reasoning and spatial reasoning to the occupations you are thinking about?
    • What are the implications of speed and accuracy?
    • Is there anything you should do to improve?
    • Ask yourself the question: realistic? idealistic? on course? Need to see guidance?
  • 28.
    • Almost there….
    • Understanding your thinking and learning styles can significantly enhance your study performance.
    • Euroquest provides an introduction to this essential area of self knowledge.
  • 29. Thinking & Learning Styles You have been provided with a summary of your thinking and learning styles, based on the Cambridge Profile test results. Also look at Step One’s Prospero
  • 30. F: Personal Preferences Based on the Career Questionnaire, you are provided with a summary chart highlighting your personal preferences.
    • The chart highlights five groups
    • of personal factors:
    • Team work
    • Social interaction
    • Making progress
    • Working environment
    • Physical factors
    • Now that you see these: what do you make of the way you responded?
  • 31. After EuroQuest, Step One provides many more support facilities to help students make decisions, plan and study. These are all available by visiting: www.stepone.ac
  • 32. Just a few examples
    • - Toolkit for learning
    • Brainwaves and Concentration
    • Calendars for Scheduling
    • Memorising
    • Mind Mapping
    • Positive Thinking
    • Reading, Listening and Concentrating
    • - Links to university websites across the globe
  • 33. Make your life a success Make the most of the help available Make the most of this valuable assessment