Evaluation of MirMe® Online Assessment for 21st Century Skills: Situational Intelligence (SQ) and online psychometric assessment of 21st century skills

We assess the Situational Intelligence (SQ) component of the MirMe assessment system for 21st century skills. MirMe is an online, game-based psychometric instrument developed by LogicMills. The SQ component measures skills related to decision-making and critical thinking. It does so via AI-driven heuristic engines that deploy analogs of “fast and frugal” heuristics. Approximately 7,000 participants (aged 5 to 92) and 25,000 gameplays were involved in the various validation studies. Results support the conclusion that MirMe’s SQ measures are internally consistent (Cronbach alpha ranging from .71 to .93). Results also suggest that MirMe may be a better predictor of student academic performance (measured by GPA) than A-levels (MirMe <i>r²</i> = .265, <i>p</i> < .001; A-levels <i>r²</i> = .209, <i>p</i> < .001). MirMe also appears to predict the kinds of co-curricular activities students participate in both prior to and during university.

Evaluation of MirMe® Online Assessment for 21st Century Skills: Situational Intelligence (SQ) and online psychometric assessment of 21st century skills

We assess the Situational Intelligence (SQ) component of the MirMe assessment system for 21st century skills. MirMe is an online, game-based psychometric instrument developed by LogicMills. The SQ component measures skills related to decision-making and critical thinking. It does so via AI-driven heuristic engines that deploy analogs of “fast and frugal” heuristics. Approximately 7,000 participants (aged 5 to 92) and 25,000 gameplays were involved in the various validation studies. Results support the conclusion that MirMe’s SQ measures are internally consistent (Cronbach alpha ranging from .71 to .93). Results also suggest that MirMe may be a better predictor of student academic performance (measured by GPA) than A-levels (MirMe <i>r²</i> = .265, <i>p</i> < .001; A-levels <i>r²</i> = .209, <i>p</i> < .001). MirMe also appears to predict the kinds of co-curricular activities students participate in both prior to and during university.

The complexities of measuring change in prisoners with sexual offence histories

Assessing change in incarcerated sexual offenders is critical to release decision-making and risk management. This study measured change in a group of treatment completers from a custody-based treatment program. Change was determined through comparison of pre- and post-treatment psychological testing and structured therapist assessment. Data were analysed at the group and individual levels. Multiple complexities were evident when examining the psychometric test results; many participants were considered ‘functional’ (within the normal range) according to extant test norms prior to treatment, and many who were regarded as ‘dysfunctional’ pre-treatment remained in this range post-treatment. Tests measuring constructs from the same risk factor domain often produced inconsistent results and, for most participants, change was only evident on some tests. Psychometric assessment results and therapist ratings were associated. These results highlight the complexities inherent in the evaluation of change. Clinical implications for the measurement of change and test selection are discussed.