1. An overview of the Cambridge Profile
A presentation to staff

2. What is the Cambridge Profile?
A battery of eight aptitude tests
Assessing aptitudes/abilities
Revealing thinking and learning skills
Academic potential – independently from normal school forecasts
Key strengths and weaknesses
Paper based or online tests available

3. The Tests Working Quickly and Accurately - Part I (5 mins)
Abstract Reasoning (9 mins)
Numerical Reasoning (18 mins)
Verbal Reasoning (7 mins)
Spatial Reasoning 2D (5 mins)
Spelling (5 mins)
Spatial Reasoning 3D (7 mins)
Arithmetic Calculation (10 mins)
Working Quickly and Accurately - Part II (4 mins)

4. Working Quickly and Accurately
Tests candidates speed and accuracy in matching symbols
The first test is repeated as the last test but time reduced

5. Working Quickly and Accurately
The ability to work quickly and accurately is important for computer operators/software writers, secretaries, typists, bankers, musicians (for reading musical scores) etc, who need to maintain accuracy at speed in their work.
This test does measure a valuable skill which can be a considerable asset in many types of activities and a good score can be of great encouragement for students who may not have performed brilliantly in other Aptitude Tests. It is particularly supportive for repetitive and detailed clerical activities eg in clerical or accounts work.

6. Abstract Reasoning
Tests the ability to discern abstract trends

7. Abstract Reasoning
A candidate's Abstract Reasoning score can be a valuable indicator of his or her intellectual ability and can supplement the results for Verbal and Numerical Reasoning. Students with dyslexia may perform far better in Abstract that in Verbal Reasoning - indicating their academic potential in using non-verbal concepts
Courses/Careers: potential engineer, scientist, physicist, mathematician, lawyer, builder, artist, architect, economist, historian. Abstract Reasoning can play an important role for those who need to envisage the causes and effects of situations eg in understanding how a road accident has occurred, how a game of football/tennis is being played, how a sequence of events is likely to progress in the future, how market prices may develop in a particular financial sector.

8. Numerical Reasoning
Tests the ability to recognise numerical relationships

9. Numerical Reasoning
This test focuses on the ability to recognise and analyse numerical relationships. This aptitude could be a valuable indication for those considering Mathematics at higher level. Numerical Reasoning of this type is also likely to be valuable
in the support of Physical Sciences and Engineering courses, Actuarial or Economics Courses.
For Business Courses good Numerical Reasoning should also prove valuable. Biology eventually calls for a knowledge of statistics and mathematical techniques which are central to Biological Research, so strong Numerical Reasoning could be an asset here.
The Numerical Reasoning scores give another very important indication of a candidate's intellectual ability which can supplement the results for Verbal and Abstract Reasoning.

10. Verbal Reasoning
Tests the candidates ability to use verbal concepts logically

11. Verbal Reasoning
This ability is always central to the study of Arts subjects eg English, History, Law, Modern Languages. In these subjects a great deal of reading of books or translation between languages can be involved, calling for the ability to interpret verbal relationships. If a student is considering Arts subjects, tt would be reassuring if the scores for this aptitude were above average or at least if the bar graph for accuracy were to be high, despite a lower speed of completion.
Good Verbal Reasoning is a valuable asset for all academic work since the ability to communicate ideas of all kinds is central to such activity. It is valuable in assessing a person's overall Academic Level, in association with Numerical and Abstract Reasoning. It is especially a valuable measure of verbal and written communication skills

12. 2D Spatial Reasoning
Assesses the ability to think in 2-dimensional terms

13. 2D & 3D Spatial Reasoning
2D test is concerned with pattern recognition and pattern manipulation. 3D test- the task in this test is to mentally fold a patterned figure into a 3D shape and to choose, from amongst four options, the representation which matches the folded figure.
High scores would be encouraging for: graphic designers, artists, architects, surveyors, civil and mechanical engineers, builders, scientists, surgeons and indeed for all careers where an ability to think clearly in spatial terms would be important.
High scores indicate a high level of intellectual ability in using visual and spatial concepts and can be very helpful in providing core skills which can compensate a candidate who may have difficulty in e.g. Verbal Reasoning.

14. Spelling
Measures an ability to detect their own and other people’s spelling errors

15. Spelling
Competence in spelling is a great asset for those who have to write letters and articles or assemble accounts, instructions, produce books etc. (or can use spellchecker!)
Dyslexia can sometimes be indicated where candidates produce low scores, especially if both speed and accuracy scores are low. However, many people with mild dyslexia may learn to largely overcome this problem and can do well in these tests
Spelling tests of this type do not directly reflect general intellectual ability. Indicate a student’s detail and precision skills

16. Arithmetic Calculation
Tests the candidates ability to use arithmetic quickly and accurately

17. Arithmetic Calculation
This test uses straightforward examples of addition, subtraction, multiplication and division in one-step calculations.
Good performance in simple arithmetic is an asset in most careers, but especially important for: accountants, bookkeepers, invoicing staff, retailers, bankers, surveyors, engineers etc. An ability to make mental calculations of quantities, distance, speeds, costs etc is especially valuable during negotiations and contracts.
Ability in this type of arithmetic test should not be confused with ability in Numerical Reasoning. Some candidates excel at both, but many others can excel at only one of these. Arithmetic does not necessarily predict ability in general mathematics

18. Results and Analysis Percentile Speed Accuracy
A student’s performance relative to other students of a similar age and academic background
Speed
The percentage of answers attempted
Accuracy
The percentage ‘accuracy’ of the answers attempted

19. Presentation of Results
The results are shown in each candidate's report with 3 separate scores
1. Percentile Score: A student’s performance relative to other students of a similar age and academic background. (Irish norms used). This is represented by a boat shaped symbol – green symbol). These represent a student’s strengths and weaknesses in terms of the aptitude measured. This is important in helping to select subjects/courses based on strong aptitudes.
If the student has a percentile score of 90 for Numerical Reasoning, indicating that 10%
of students of his age, and academic background, are likely to do better than he has in this test.

20. Interpreting Results
2. Bar Graph: Speed (gray bar)- The second bar graph in each set indicates 'Speed' as the percentage of answers attempted. Thus a candidate attempting only 15 out of say 30 possible questions would be given a score of 50% (15/30 x 100) for speed.
3. Bar Graph: Accuracy (blue bar) This indicates the percentage 'Accuracy' of the answers to the questions attempted during the allocated time scale. Thus a candidate completing 30 out of say 40 questions - and getting 27 of these correct, would be shown as having a 90% accuracy score (27/30 x 100).

21. Percentile Scores
Each individual aptitude is discussed in the light of the percentile score of the candidate and career/course implications are described. These commentaries are shown on the page facing the bar graphs.

22. Interpreting Results: Percentile Scores
The percentile scores in Spatial, Verbal, Numerical and Abstract Reasoning can tell you about a student’s potential for higher education and particular careers areas
Percentile Scores : 70-79: Above Average Score
30-69: Average Score
0-29: Below Average Score

23. Results and Analysis

24. Results and Analysis Comments on:
Importance of aptitudes in future careers or courses
Strengths and weaknesses likely in future performance
Careers fields to be avoided
Careers fields which are strongly supported/encouraged

25. Note
it is important that we do not assume the test scores are absolute and unchallengeable. We must always look for encouraging scores, for example, note high levels of accuracy, where the overall score has been spoiled by low speeds.

26. Qualities not measured by aptitude tests
Aptitude Tests are very valuable in many of the aspects outlined above - but they do not measure many other important qualities which are vital in successful careers, some of which include:
• Determination to succeed.
• Enthusiasm and confidence.
• Energy to work very long hours to achieve objectives.
• The determination to identify and find solutions to problems.
• Integrity, loyalty, honesty.
• Commercial instinct - being able to spot opportunities.
• Initiative, creativity and inventiveness.
• Power to understand, persuade and motivate others

27. Qualities not measured by aptitude tests
Leadership
• Sympathy for others.
• Forward planning.
• Sense of humour - being able to laugh at yourself.
• Being prepared to accept constructive criticism from others.
• Being prepared to ask others for advice.
• Having fun in your chosen career or work.
• Refusal to accept defeat.
• Good communication with others