The Conley Readiness Index at INTO Newcastle University
INTO Newcastle University completed a study evaluating whether the Conley Readiness Index could act as a diagnostic tool in various student support and wellbeing scenarios. They found that the CRI added value, strengthened skills, built positivity and supported students moving forwards in their learning journey.
About the resource
The Conley Readiness Index (CRI) is a 30-minute online analysis tool that assesses students’ strengths and weaknesses and identifies gaps between their aspirations and skills. It generates outputs that actively encourage students to adopt behaviours or seek out resources to remediate skills gaps. It can provide guidance to students both at the start of their university journey and, when the diagnostic is repeated, throughout their studies and into their career.
The CRI shows students how they think, act, learn and transition into university. The Conley Model is based on 42 ‘actionable’ skills and competencies that students and educators can focus on in order to improve readiness for higher education and career success. These skills and competencies are organised into 4 broad areas called the Four Keys: Cognitive Strategies, Content Knowledge, Learning Skills & Techniques and Transition Knowledge & Skills.
Overview of the study
Supporting students with academic and pastoral challenges, including welfare issues, is a priority for INTO Newcastle University. The university team wanted to evaluate whether CRI could act as a diagnostic tool in a variety of student support and wellbeing scenarios. Ideally, the resource would uncover issues of concern earlier on and therefore provide the opportunity for targeted intervention sooner. Timing a trial for the summer, it was decided to implement CRI on the Pre-Sessional English programme and evaluate its effectiveness ahead of any widespread adoption.
Additionally, INTO were keen to add value to their student experience plus maintain engagement and David Broadbent intriguingly reflected that