Can we improve how we screen applicants for initial teacher education?

Using Video-Based Situational Judgment Tests for Teacher Selection: A Quasi-Experiment Exploring the Relations between Test Format, Subgroup Differences, and Applicant Reactions

“…By adopting selection models based on selection research in other disciplines, a set of text-based SJTs capturing non-cognitive teacher attributes have been developed and are currently in use for teacher selection (see e.g., for an overview, also see e.g., Klassen et al, 2020). The target attributes of the SJTs (adaptability and resilience, organization and planning, empathy and communication, conscientiousness, mindset, and emotion regulation) were developed using both inductive and deductive approaches (e.g., Guenole et al, 2017;S c h u b e r t et al, 2008;Weekley et al, 2006;see Klassen et al, 2014;Klassen et al, , 2020 for detailed descriptions of the development process). Previous studies employing these text-based SJTs demonstrated high levels of reliability and strong evidence of concurrent validity with other non-cognitive assessment methods .…”

Using video- and text-based situational judgement tests for teacher selection: a quasi-experiment exploring the relations between test format, subgroup differences, and applicant reactions

“…Considerable empirical evidence on the predictive and incremental validity of SJTs underlines their added value for selection into different professions and study programmes (see e.g., Koczwara et al, 2012;Lievens et al, 2008;McDaniel et al, 2001;Patterson et al, 2012). However, while the use of SJTs as a selection method is well-established in organizational psychology, they have just recently been introduced to educational (psychology) research as a tool for the selection into initial teacher education programmes (ITE) (e.g., Klassen et al, 2020). To date, there are still notable gaps in our knowledge and areas in need of more research with regard to SJTs for teacher selection as well as SJTs more generally.…”

The selection gap in teacher education: Adverse effects of ethnicity, gender, and socio-economic status on situational judgment test performance

“…The participants responded to the SJT as part of the initial stage of selection into a teacher education program in the UK which prepares students to become primary and secondary education teachers in a range of subjects. All of the participants had successfully completed the eligibility check for teacher training in the UK (e.g., acceptable Alevel exam results in relevant subjects and an undergraduate degree [at level 2:1 or better] in a relevant teaching subject, see Klassen et al, 2020 for a more detailed description) prior to completing the SJT. The SJT was a component of the next hurdle, the online application process, and the participants completed the SJT at their convenience on the device of their choice.…”

“…[insert Figure 1 here] Previous studies using these SJT items to assess prospective teachers' non-cognitive attributes have, for example, demonstrated positive relations between the SJT and other selection measures (concurrent validity, e.g., Klassen et al, 2020), hence pointing towards the promise of expanding the current teacher selection landscape by including SJTs. Still, the use of SJTs in teacher education is a relatively new and emerging line of research.…”

“…Over the last few years, situational judgment tests (SJTs) have increasingly been used to inform decisions for personnel selection and for selection into different degree programs (e.g., for medical school applicants, Fröhlich, Kahmann, & Kadmon, 2017;Lievens, 2013) and they have, more recently, successfully been applied in research on teacher selection (Klassen, Durksen, Rowett, & Patterson, 2014;Klassen et al, 2020). In an SJT, applicants are presented with scenarios they are likely to encounter during employment in the field.…”