BEVI Reports

Based upon the above research and test development processes, the BEVI now is able to produce reports that may be used at three levels: individual, group, and organizational.

Individual reports are developed for each participant based upon their unique responses to the background information section of the BEVI along with their scores on specific BEVI scales. Depending upon their responses, a report is generated under the following headings, which correspond to the "BEVI structure," as noted above:

  1. Introduction

    Provides an overview of the BEVI

  2. The Foundation: "Formative Variables" and "Core Needs"

    Provides an indication of what the respondent reports about their own life history / background relative to others

  3. Tolerance of Disequilibrium: Confident or Questioning

    Describes whether the respondent sees him or herself as "very clear" or "not sure" about who they and others "are"

  4. Making Sense of Why We Do What We Do

    Indicates attributional tendencies in general (e.g., how and why people do what they do and why events happen as they do)

  5. Access to Yourself, Your Thoughts, and Your Feelings

    Describes how the individual deals with their own emotions as well as their interest in and predilection towards introspection and reflection upon "the self"

  6. Access to Yourself and Your Thoughts, Feelings, and Needs

    Describes how the person tends to regard and experience issues that are of consequence at a sociocultural level (e.g., beliefs about politics, religion, or the way society "should be structured")

  7. Global Access

    Indicates one's perspectives on "big picture" issues at the level of gender (e.g., how men and women are and/or should be), the environment (e.g., the degree to which one is or is not concerned about ecological issues), and global engagement (e.g., the degree to which we should or should not be concerned about, or invested in, what is happening outside of our own country, culture, and context)

  8. Conclusion

    Provides context for the above report and offers closing thoughts to consider

By way of context, the first page of such a report is similar to the following excerpt from Figure 1:


Figure 1. Sample introductory page from the BEVI Individual Report.

As noted above, reports are individualized based upon one's unique pattern of scores. How does such a process work? Essentially, the underlying software uploads bolded text that corresponds with BEVI scale scores, and integrates that text into the overarching narrative that each individual receives (i.e., at least three bolded narratives have been developed for each scale from the individual report, corresponding with whether the scale score falls in the bottom, middle, or upper third of the profile). In this way, respondents receive an in depth but accessible "primer" on the nature and role of "beliefs and values" under the headings noted above, but through a framework that corresponds with their unique BEVI profile (i.e., the bolded text relates to their unique scores). The following sample Individual Report excerpt from "Access to Yourself and Your Thoughts, Feelings, and Needs" illustrates the interplay between an individual's unique scores (reflected in the bolded text) and the general text from all Individual Reports.


So, in the above example, the bolded text would correspond with an individual's score that fell in the lower third on Emotional Attunement of the BEVI. A great deal of attention by Subject Matter Expert panels was devoted to such language in order to promote the developmental / growth-oriented nature of these reports (i.e., the overarching goal is not to point out "pathology," but rather to offer opportunities for reflection on how and why individuals experience self, others, and the larger world as they do). At the same time, it should be noted that in some contexts (e.g., clinical, forensic, leadership) the individual report system does include a mechanism for reporting out individual scores via a profile along with "Critical Items" (e.g., those that are marked as "Strongly Agree" or "Strongly Disagree") as well as Full Scale and other Domain Scale scores. Usage of this feature of the Individual Report system requires the administrator to be authorized (e.g., via training) to interpret such scores and indices in an appropriate manner. In short, the default setting for Individual Reports is an individualized narrative, although much greater scale / index specificity may also be obtained when appropriate.

Group reports are designed for cohorts of ten or more, and may be used with appropriate oversight by qualified administrators in a wide range of group-based contexts and forums (e.g., classes, study abroad cohorts, residence halls, organizational settings). These reports aggregate the data from a group of participants in order to produce the following components: 1) descriptive information about the group (e.g., gender, ethnicity); 2) multiple profiles (e.g., Aggregate Profile, Decile Profile, Profile Contrast, etc.) for the 17 BEVI scales along with distribution data to show the variation among the group across the scales; 3) multiple index scores (e.g., Background-Domain Contrast, which shows how groups are similar and different on both background information and the full scale score and domain scores of the BEVI; Worldview Shift, which shows how the group changes across one or more scales and administrations of the BEVI, from Time 1 to Time 2 to Time 3, etc.); and 4) qualitative data, which include random selection of up to 20 responses from across the three "experiential reflective" questions of the BEVI, so that the group report administrator can get a sense of how participants are reacting - in their own words - to a particular experience.

Agg Profile

Figure 2 shows an example of an Aggregate Profile from a BEVI Group Report.

Finally, organizational reports are designed for administrators or other leaders to use in multiple applications including but not limited to 1) assessment purposes (e.g., to assess overall learning and belief/value change processes within their institution or organization; 2) comparing and contrasting cohorts over time; 3) evaluating outcomes across specific programs or experiences; 4) enhancing and improving learning experiences (e.g., programs, courses); 5) meeting assessment needs and requirements (e.g., accreditation; program review; quality assurance). In addition to many of the features for group level reports (e.g., aggregated background variables; average profiles and distributions across scales; index scores; sample qualitative responses), organizational reports also include the option of acquiring customized analyses. For example, administrators and/or leaders within an institution or organization may wish to review the interaction between particular demographic variables and scale scores, or focus in on more detailed analyses of learning experiences or programs, in order to examine processes or outcomes that are of particular relevance within a specific context (e.g., to see who learns what and why and under what circumstances). By specifying which analyses are wanted, these customized reports may be tailored to meet the different assessment goals and needs at an institution or organizational level.

For more information about the BEVI Report System, two sources are particularly relevant (just click on the highlighted links): 1) The Forum BEVI Project: Applications and Implications for International, Multicultural, and Transformative Learning at Frontiers, the journal of the Forum on Education Abroad and 2) Making Sense of Beliefs and Values: Theory, Research, and Practice, an accessible and comprehensive book on the BEVI method and EI model that is available through Amazon.