Educational psychologist
psychology
An educational psychologist specializes in working with children, adolescents, parents, and educational staff to promote mental well-being, learning processes, and personal development. The role involves assessing, diagnosing, and addressing emotional, social, and learning challenges, as well as providing guidance and support to educators and parents. Educational psychologists operate in schools, community settings, or private practice, contributing to the creation of supportive and nurturing educational environments.
What do you get after an exam for Educational psychologist?
Summary
Skills
Tests
Personality
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An example recommendation summary
Educational psychologist
Educational psychologist
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Example Skills (Traits) Report of
Educational psychologist
Educational psychologist
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General average
A general mathematical average of all tests tested, it is important to understand that there are tests of different importance and therefore the average does not necessarily reflect the level of the examiner in the position.
Precision
The level of accuracy acquired, in relation to the number of questions answered, and in relation to the general population. The higher the level of accuracy, the more precisely the testee works at tasks that require complex thinking.
Performance speed
The number of questions answered, within a limited time, compared to the general population. The higher the performance speed, the more quickly testee works at tasks demanding complex thinking.
Applicant's general mental ability; an indication of his / her ability to learn; take in information, process it and use it; learn new skills and cope with intellectual challenges.
Trait-related tests
Verbal Analogies 7
Memory Test - Names 7
Diagrammatic Reasoning 6
The ability to draw tangible conclusions from abstract ideas.
Trait-related tests
Verbal Analogies 7
Diagrammatic Reasoning 6
Tests knowledge of the English language on two levels: vocabulary, from basic words to an advanced level; and general understanding of meaning.
Trait-related tests
English Knowledge and Comprehension 8
The ability to deal with different types of visual stimuli, to accurately perceive visual shapes and follow their positions, which changes in space. This ability is relevant, for example, to positions that require creating and understanding charts, drawings, maps, plans, etc. The understanding of how these visual representations are reflected in reality.
Trait-related tests
Shape Recognition 6
Diagrammatic Reasoning 6
The ability to recognize forms hidden within a complex figure structure, while ignoring non-relevant stimuli. It is correlated with creative thinking, flexibility, originality, ability to develop new ideas and improvisation.
Trait-related tests
Shape Recognition 6
The ability to quickly and efficiently perform simple, repetitive and monotonous tasks, ones that demand attention, concentration, awareness to details and precision.
Trait-related tests
Sequence Matching 6
The ability to remember data one encounters on a daily basis, and integrate it into former memories, in order to use it at a later time to accomplish goals and complete tasks. The memorized material is meaningful and context dependant.
Trait-related tests
Memory Test - Names 7
Memory Test - Chores 3
The ability to deal with verbal content problems successfully; the ability to analyze and understand complex verbal information.
Trait-related tests
Verbal Analogies 7
Verbal Reasoning 5
Memory Test - Names 7
Memory Test - Chores 3
The extent of knowledge learned throughout life in various fields, reflecting the potential for future learning.
Trait-related tests
Memory Test - Names 7
Memory Test - Chores 3
English Knowledge and Comprehension 8
The ability to analyze data of different types and draw practical conclusions from it.
Trait-related tests
Verbal Analogies 7
Shape Recognition 6
Verbal Reasoning 5
Diagrammatic Reasoning 6
Example Skills (Exams) Report of
Educational psychologist
Educational psychologist
output: 88.1%
Time Utilization: 75.9%
Verbal Analogies
started : 14/10/21 09:04 |
ended : 14/10/21 09:09
norm:
16 years (Higher academic education)
Score
17 correct answers from 21
Accuracy
17 correct answers from what was done 21
Work pace
21 answers from 21
Verbal Analogies are a significant part of human intelligence, inductive reasoning and common sense, as well as a component of learning ability, general understanding and the ability to generate new ideas.
6
6
6
6
use: 69% out of 7 minutes
started : 14/10/21 09:04 |
ended : 14/10/21 09:09
Verbal Analogies are a significant part of human intelligence, inductive reasoning and common sense, as well as a component of learning ability, general understanding and the ability to generate new ideas.
Verbal Reasoning
started : 12/10/21 09:56 |
ended : 12/10/21 10:05
norm:
16 years (Higher academic education)
Score
12 correct answers from 18
Accuracy
12 correct answers from what was done 14
Work pace
14 answers from 18
The test for Understanding Verbal Instructions is meant to estimate one's ability to understand written verbal instructions, and implement them. The test consists of complex instructions, i.e. the instructions include several operative stages, which might or might not be linked to each other (example: order, dependency, condition).
6
6
use: 100% out of 9 minutes
Michelle's car needs gas. If the line at the gas station is long, she will go to get groceries first. In this case, she will only get gas after picking Adam up from soccer practice. What should Michelle do first?
58 seconds
Adam said the onions need to be chopped, unless the oil is not hot yet, in which case he will wash the dirty dishes, and only then start the fire and heat the oil.
What needs to be done now?
14 seconds
started : 12/10/21 09:56 |
ended : 12/10/21 10:05
The test for Understanding Verbal Instructions is meant to estimate one's ability to understand written verbal instructions, and implement them. The test consists of complex instructions, i.e. the instructions include several operative stages, which might or might not be linked to each other (example: order, dependency, condition).
Diagrammatic Reasoning
started : 09/09/21 15:45 |
ended : 09/09/21 15:55
norm:
16 years (Higher academic education)
Score
19 correct answers from 25
Accuracy
19 correct answers from what was done 25
Work pace
25 answers from 25
Belongs to the field of formal skills tests. The goal of the test is to identify cognitive potential (intelligence) Culture independent. General intelligence (g) is related to the ability to abstract and infer about relationships and connections. Accordingly, the shapes series test contains geometrical shapes (most of them universal), with each item requiring the inference of rules and relationships between shapes.
6
6
6
6
use: 71% out of 13 minutes
started : 09/09/21 15:45 |
ended : 09/09/21 15:55
Belongs to the field of formal skills tests. The goal of the test is to identify cognitive potential (intelligence) Culture independent. General intelligence (g) is related to the ability to abstract and infer about relationships and connections. Accordingly, the shapes series test contains geometrical shapes (most of them universal), with each item requiring the inference of rules and relationships between shapes.
Sequence Matching
started : 08/09/21 14:17 |
ended : 08/09/21 14:21
norm:
16 years (Higher academic education)
Score
42 correct answers from 50
Work pace
45 answers from 50
The "Sequence Matching" test tests a person's ability to work accurately and quickly in detecting differences between simple stimuli. This type of skill is important in various types of administrative and clerical work, however, accurate work is also required in tasks such as programming, actuary, information systems management, and more.
6
use: 100% out of 4 minutes
started : 08/09/21 14:17 |
ended : 08/09/21 14:21
The "Sequence Matching" test tests a person's ability to work accurately and quickly in detecting differences between simple stimuli. This type of skill is important in various types of administrative and clerical work, however, accurate work is also required in tasks such as programming, actuary, information systems management, and more.
Memory Test - Chores
started : 09/09/21 20:10 |
ended : 09/09/21 20:18
norm:
16 years (Higher academic education)
Score
Accuracy
7
1
The "Memory - Chores" test examines the ability to remember a number of daily chores. Long-term memory is considered one of the components of human intelligence, because this skill is one of the tools we have in order to achieve goals.
5
6
6
use: 56% out of 4 minutes
In this test the results are being calculated in a different way and mistakes cannot be observed.
started : 09/09/21 20:10 |
ended : 09/09/21 20:18
The "Memory - Chores" test examines the ability to remember a number of daily chores. Long-term memory is considered one of the components of human intelligence, because this skill is one of the tools we have in order to achieve goals.
English Knowledge and Comprehension
started : 09/09/21 16:30 |
ended : 09/09/21 16:36
norm:
16 years (Higher academic education)
Score
18 correct answers from 19
Accuracy
18 correct answers from what was done 19
Work pace
19 answers from 19
English Understanding
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6
use: 28% out of 16 minutes
started : 09/09/21 16:30 |
ended : 09/09/21 16:36
English Understanding
Shape Recognition
started : 12/10/21 10:35 |
ended : 12/10/21 10:39
norm:
16 years (Higher academic education)
Score
13 correct answers from 25
Accuracy
13 correct answers from what was done 14
Work pace
14 answers from 25
The Hidden Shape test examines the ability to separate between different visual stimuli, and locate an embedded target shape.
6
5
6
use: 100% out of 4 minutes
started : 12/10/21 10:35 |
ended : 12/10/21 10:39
The Hidden Shape test examines the ability to separate between different visual stimuli, and locate an embedded target shape.
Memory Test - Names
started : 09/09/21 20:30 |
ended : 09/09/21 20:34
norm:
16 years (Higher academic education)
Score
8 correct answers from 10
Accuracy
8 correct answers from what was done 10
Work pace
10 answers from 10
The "Memory - Names" test examines the ability to remember several new names in their full form, and then correctly match the last name to the first name. Long-term memory is considered one of the components of human intelligence, because this skill is one of the tools we have in order to achieve goals.
6
5
6
6
use: 83% out of 4 minutes
started : 09/09/21 20:30 |
ended : 09/09/21 20:34
The "Memory - Names" test examines the ability to remember several new names in their full form, and then correctly match the last name to the first name. Long-term memory is considered one of the components of human intelligence, because this skill is one of the tools we have in order to achieve goals.
Example Personality (Traits) Report of
Educational psychologist
Educational psychologist
Very high
Accepting authority
The desire to receive guidance and direction from people with experience and expertise, expressed in listening to them, the ability to contain frustrations and deal with burdens.
Average - High
Persistence
Ability to self-motivate to complete tasks out of a sense of curiosity and enthusiasm, while demonstrating diligence and responsibility.
Ability to Work Alone
The personal tendency to work alone and avoid leading others, which is expressed in reliance on existing ideas and concern for interpersonal interactions.
Modesty
The personal tendency to set modest aspirations, which is expressed in calm conduct and little need to influence others or the organization.
Average
Collaboration Skills
The ability to work together with others in a flexible and creative manner, while demonstrating leadership, responsibility, and judgment.
Performance Under Pressure
The ability to function effectively, under time pressure and workload, reflecting a tendency to lead, creative thinking, and maintaining composure while focusing on the task.
Proactivity
The personal tendency towards activity, which is expressed in enthusiasm, dominance, and initiative.
Open-Mindedness
The personal tendency towards curiosity and creativity, which is expressed in the use of imagination and the production of new ideas.
Moderation
The personal tendency towards moderation, which is expressed in calmness, integration into the organization, and acceptance of existing frameworks.
Average - Low
Ambition
The desire to position oneself as a leading person in the organization, while demonstrating creative thinking and focusing on promoting new ideas, without giving undue importance to the opinions of others.
Low
Influencing Skills
The ability to lead others towards the completion of a task, while demonstrating initiative, proactivity, and a rational approach.
Service Orientation
The desire to help others that is expressed in pleasant, calm and stable behavior, with a willingness to invest resources in doing so.
Sales tendency
The personal tendency to engage in sales (separate from sales skills, which must be examined separately), which is expressed in energy and dominance, while focusing on the task and taking responsibility for execution.
Very low
Independent Work
A person's ability to cope on their own with a variety of tasks and situations, which is expressed in commitment, planning ability, and exercising judgment.
Self responsibility
The extent to which an individual can be trusted to complete the tasks and issues for which he is responsible, which is expressed in a willingness to work hard, adherence to a goal, and the ability to think of creative ideas to advance the tasks.
skills
(9 sections distribution)
9
very high
(4%)
4%
9) Indicator 96-100, ~ 4% higher points, ~ 96% achieved a lower score (4% achieved exactly this point) - ~ about 4% of candidates have this point, which means that they are special persons.
8
high
(10%)
7%
8) Indicator 89-96, ~ 4% got a higher score, ~ 89% got a lower score (7% achieved this exact score) - ~ About 10% of candidates have this score (or higher), that is, some people are in this rating and above.
7
above average
(23%)
12%
7) Scoring 77-89, ~ 11% got a higher score, ~ 77% got a lower score (12% achieved this exact score) - ~ About 1/4 of candidates have this score (or higher), which means a small fraction of candidates.
6
high average
(40%)
17%
6) Indicator 60-77, ~ 23% got a higher score, ~ 60% got a lower score (17% achieved this exact score) - ~ about 40% of candidates have this score (or higher), which means the level is slightly above average.
5
average
(50%)
20%
5) Indicator 40-60%, ~ 40% got a higher score, ~ 40% got a lower score (20% got this exact score). ~ This is an average score, half of the candidates get a higher score and half a lower score.
4
low average
(60%)
17%
4) Indicator 23-40%, ~ 60% got a higher score, ~ 23% got a lower score (17% achieved this exact result). - ~ About 60% of candidates have achieved a higher level, which means that the level is slightly below average.
3
below average
(75%)
12%
3) Indicator 11-23%, ~ 77% achieved a higher score, ~ 11% achieved a lower score (12% achieved exactly this point) - ~ about 3/4 of candidates achieved higher scores than this level.
2
low
(90%)
7%
2) Indicator 4–11%, ~ 89% achieved a higher score, ~ 4% achieved a lower score (7% achieved exactly this point) - ~ about 90% of candidates achieved a higher level than this level.
1
very low
(96%)
4%
1) Indicator 0-4%, ~ 4% below points, ~ 96% achieved a higher score (4% achieved exactly this point) - ~ Almost all candidates received higher scores than this level.
The [9] Scale: Represents the percentile of population that will reach or surpass this grade.
This implies the majority of the population will score 4, 5 or 6 and only a fraction will score 9 or 1.
personality
(7 sections distribution)
7
Very high
(5%)
5%
Might 96-100%, top 5% of the population, 95% have a lower score (5% have just reached this mark) About 5% of the population is in this grade, which means they are individuals of virtue.
6
High
(15%)
10%
Masons 86-95%, 5% scored higher, 85% scored lower (10% scored exactly) - about 15% of the population is (or higher), which means a small proportion of the population.
5
Average - High
(35%)
20%
Masons 66-85%, 15% have a higher score, 60% have a lower score (20% have just reached this score), and about 35% of the population is (or higher), which means the level is slightly above average.
4
Average
(50%)
30%
Masons 36-65%, 35% have a higher score, 35% have a lower score (30% have just scored) This is the average grade, half the people score higher and half lower score.
3
Average - Low
(65%)
20%
Masons 16-35%, 65% scored higher, 15% scored lower (20% scored exactly), and 65% of the population achieved higher than this level, which means the level is slightly below average.
2
Low
(80%)
10%
Masons 6-15%, 85% scored higher, 5% scored lower (10% scored exactly), and 85% of the population achieved higher levels than this.
1
Very low
(95%)
5%
Masters 0-5%, 5% lower grades, 95% scored higher (5% scored exactly), almost all examinees achieved higher levels than this.
The [7] Scale: Represents the percentile of population that will reach or surpass this grade.
This implies the majority of the population will score 3, 4 or 5 and only a fraction will score 7 or 1.
The Personality Report is based on research conducted by Logipass that observed how a person ranks himself, his views and the way others rate him.
The scores range from "very high" to "very low" and are statistically relative, i.e. "very high" is relatively high in comparison to the population and in other words reflects the fact that the majority of people rank lower in a specific metric.
Tests and features
Candidates being tested for this position may be required to take the following tests:
Verbal Analogies 4
General thinking ability
Abstract thinking
Verbal ability
Analysis ability
Memory Test - Chores 5
Everyday memory
Verbal ability
Didactic ability
Shape Recognition 3
Visual perception
Perceptual flexibility
Analysis ability
Diagrammatic Reasoning 8
General thinking ability
Abstract thinking
Visual perception
Analysis ability
Verbal Reasoning 10
Verbal ability
Analysis ability
English Knowledge and Comprehension 4
English language proficiency
Didactic ability
Memory Test - Names 4
General thinking ability
Everyday memory
Verbal ability
Didactic ability
Sequence Matching 4
Agility and accuracy
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