Khaemenes Academy — Mentor Scoring & Guide (Comprehensive v1)

Purpose. This guide enables educators and mentors to interpret and act on results from the Khaemenes Career Assessment (Section I: Aptitude, Section II: Personality/Interests, Section III: IQ Psychometrics). It standardizes scoring review, flags data-quality issues, and provides step‑by‑step coaching protocols, templates, and artifacts for student planning.

1) Ethical Use & Guardrails​

• Educational guidance only. Not psychological, clinical, diagnostic, employment, medical, or legal advice.

• Respect autonomy. Use results as starting points; avoid labeling or self‑fulfilling prophecies.

• Privacy. Store summaries securely. If using printed copies, collect and archive per school policy.

• Equity & access. Offer accommodations (extra time, quiet space, larger fonts)—Re-test when needed.

• Transparency. Share how each score is generated in plain language. Invite student input.

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2) Test Administration Protocol (Quick Start)​

1. Before: Confirm 60–90 minutes, stable internet, and a quiet space. Explain sections & Likert scale.

2. During: Monitor pacing; discourage rushing. Remind students there’s no penalty for leaving items blank, but complete responses yield better guidance.

3. After: Click Show Results → save/print PDF summary. If autosave was enabled, clear it on shared devices.

 

Accommodations

• Visual: zoom browser, high‑contrast style, print large‑font copy of Section I if required.

• Executive-function: give checkpoint times (e.g., 30/60/90 min).

• Language: allow glossary for non‑technical terms in Section I.

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3) Result Components & What They Mean​

A. Section I — Aptitude (MCQ)

• What it is: Objective reasoning items across algebra, geometry, probability, logic, science, history/civics.

• Primary readout: Correct / Total and % plus optional domain breakdown (e.g., Algebra 12/18, Geometry 9/14, Logic 8/12).

• Use: Identify academic skill bands; inform targeted practice and course placement conversations.

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Interpretive cues

• ≥ 80%: strong mastery in current domain set; consider acceleration or enrichment.

• 60–79%: foundational proficiency; pair with practice modules.

• < 60%: focus on prerequisite review; short-cycle interventions (see §7).

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B. Section II — Personality, Interests & Soft Skills (Likert)

• Outputs:

  • Four-letter profile (E/I, S/N, T/F, J/P) with coherence indicator (internal consistency).

  • Subscores: Verbal, Quantitative, Spatial.

  • RIASEC vector (R, I, A, S, E, C).

  • Soft skills: creativity, leadership, empathy, critical, and adaptability.

• Use: Map motivations, work styles, and environments where the student thrives; triangulate with Aptitude.

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Interpretive cues

• Coherence ≥ 4.0/5: stable preferences → clearer coaching.

• Very low variance or long string (many identical choices) suggests low engagement → re-administer or interview.

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C. Section III — IQ Psychometrics

• What it is: Abstract reasoning via number series, matrix rules, analogies, spatial transforms, and geometry.

• Use: A quick signal of pattern learning, rule induction, and transfer; triangulate with Section I.

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Interpretive cues

• ≥ 80%: strong inductive/spatial reasoning; explore research/applied design pathways.

• 60–79%: solid general reasoning; continue balanced development.

• < 60%: coach metacognition strategies (worked examples, pattern notes).

No national norms bundled. Use local norms (see §4) to contextualize performance.

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4) Local Norms & Benchmarking (No National Norms)

1. Export cohort results to CSV (or record in a sheet).

2. For each section (and for domain breakdowns): compute mean, SD, z-score = (score − mean)/SD.

3. Translate z to local percentile via a standard normal table (approximate).

4. Recompute each term; compare the same student over time (growth, not labels).

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Quick z-score bands

• z ≥ +1.0 (~84th %ile): strength

• −0.5 ≤ z < +1.0: typical range

• z < −0.5: growth focus

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5) Data Quality Checks (Built-in + Interview)

• Flags from the app (optional): long-string responding, very low variance, swift pacing.

• Mentor interview (if flagged):

  • What was your strategy on the Likert items?

  • Any items confusing or irrelevant?

  • Did time pressure affect your choices?

  • Would you like to adjust any answers after the discussion?

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Re-administer only if the student requests or engagement was clearly compromised.

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6) Career Fit & Pathway Mapping​

Use the intersection of Section II (RIASEC + four-letter + soft skills) and strength domains from Sections I & III.

Mapping matrix (examples)

• Innovator (high creativity, N/P, I2): Design labs, R&D, startups, product prototyping.

• Builder (J/C/T + quant): Engineering, finance/analytics, systems.

• Connector (empathy + S/E + verbal): Education, counseling, community health.

• Pioneer (leadership + E2 + P): Entrepreneurship, sales, public initiatives.

• Cultivator (S/R/C + spatial): Architecture, environment, skilled trades.

Use two top RIASEC codes + a soft-skill spike to shortlist 3–5 pathways.

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7) Intervention Playbooks (4–6 weeks)​

Quantitative gap (e.g., Algebra/Geometry)

• Diagnostic mini-set → target 2–3 subskills (e.g., factoring, similarity).

• 3×/week 20‑min practice; spaced retrieval; error log.

• Measure with a 12‑item exit check.

Verbal/communication growth

• Weekly 1‑pager explanations for a technical topic → peer teach-back.

• Rubric: clarity, audience adaptation, structure, precision.

Soft skills: leadership/empathy

• Run a 2‑week team micro‑project with rotating roles.

• Rubric: initiative, listening, conflict resolution, follow‑through.

Spatial/abstract reasoning

• Tangrams/nets, rotation drills, “find-the-rule” puzzles 15 min/day.

• Track time‑to‑rule and error types.​

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8) Coaching Conversation Scripts​

Opening

• “These results are a snapshot of how you approached problems and what energizes you. Let’s find patterns that feel true to you.”

Strength surfacing

• “I notice strong scores in [domain]. When did that feel easiest? What strategies worked?”

Growth talk

• “Here’s a skill that could unlock more options—shall we co-design a 4‑week plan?”

Pathway alignment

• “Your interests point to [X]; want to sample it via a mini‑project or shadowing?”

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9) Rubrics & Checklists​

A. Mentor Review Checklist​​​​

B. Communication Rubric (0–4)

• Structure (logical flow)

• Clarity (plain language, examples)

• Audience fit (tone, assumptions)

• Precision (terms, data)

C. Leadership Micro‑project Rubric (0–4)

• Initiative, Coordination, Listening/Empathy, Delivery

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10) Artifacts & Templates​

A. One‑Page Student Summary (fill‑in)

• Name / Date / Mentor

• Section I: ____% (notes: ____________)

• Section II: Four-letter ____; RIASEC top 2: ____, ____; Soft-skill spikes: ____________

• Section III: ____%

• Strengths (3): 1) ____ 2) ____ 3) ____

• Growth targets (2): 1) ____ 2) ____

• 4–6 week plan: steps, schedule, metric

• Pathway experiments: ____________

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B. Parent/Guardian Email (adapt as needed)

Hello, we reviewed [Student]’s Khaemenes Assessment. We identified strengths in [X] and growth targets in [Y]. Over the next month, we’ll try [plan]. We’ll share a brief update in four weeks. — [Mentor]

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C. Four‑Week Plan Board

• Week 1: baseline tasks, resources

• Week 2: practice + micro‑project

• Week 3: application + feedback

• Week 4: measure + reflection

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11) Multi‑Student Patterns (Program Level)​

• Track average % by domain; prioritize curriculum tweaks (e.g., boost probability lessons if cohort is consistently low).

• Offer clubs/modules aligned to the strongest RIASEC pairings seen in cohorts.

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12) Accessibility & Inclusion Notes​

• Provide alt text for any diagrams; enable keyboard‑only navigation.

• For ESL learners: pre‑teach key terms; allow bilingual glossaries.

• For anxiety/ADHD: chunk time windows; allow two short breaks.

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13) FAQ​

• Q: Scores seem inconsistent across sections.
  A: Triangulate—use interviews and recent work samples.

• Q: Low coherence but high aptitude?
  A: Interests may still be forming; focus on sampling pathways.

• Q: Can we compare across schools?
  A: No built‑in national norms; create local norms and describe context.

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14) Legal & Disclaimers (Mentor-Facing)​

• Use for educational guidance only; not a diagnostic or employment tool.

• Do not disclose or copy question banks/scoring logic.

• Follow your institution’s privacy policy for any stored results.

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15) Implementation Roadmap​

Week 0: Mentor training (1 hour).
Week 1–2: Administer assessments; hold 15–20 min debriefs.
Week 3–6: Run micro‑projects/interventions; collect rubric scores.
Week 7: Share growth snapshots; decide on next steps.

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Appendices​

A. Domain Codes

• Section I domains: algebra, geometry, probability, logic, science, and history.

• Section III domains: series, matrix, analogy, spatial, geometry.

B. Sample Questions to Probe Interest

• “Which tasks felt most like play?”

• “When did time pass quickly?”

• “What would you try next if time/resources were unlimited?”

C. Resource Starter Pack

• Algebra practice sets; visual‑spatial puzzle packs; short explain‑like‑I’m‑five writing prompts; leadership micro‑project outlines.