Development and Construct Validation of a Situational Judgment Test of Strategic Knowledge of Classroom Management in Elementary Schools

Gold, Bernadette; Holodynski, Manfred

doi:10.1080/10627197.2015.1062087

Cited by 32 publications

(30 citation statements)

References 60 publications

(79 reference statements)

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“…Examples of other approaches for scoring SJTs are the squared Mahalanobis distance (Barbot et al 2012) and the use of paired comparisons (Gold and Holodynski 2015). It seems that the possibilities are endless and future studies should investigate these other scoring methods.…”

Section: Strengths and Limitationsmentioning

confidence: 99%

Scoring method of a Situational Judgment Test: influence on internal consistency reliability, adverse impact and correlation with personality?

Leng

Stegers‐Jager

Husbands

et al. 2016

Adv in Health Sci Educ

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Situational Judgment Tests (SJTs) are increasingly used for medical school selection. Scoring an SJT is more complicated than scoring a knowledge test, because there are no objectively correct answers. The scoring method of an SJT may influence the construct and concurrent validity and the adverse impact with respect to non-traditional students. Previous research has compared only a small number of scoring methods and has not studied the effect of scoring method on internal consistency reliability. This study compared 28 different scoring methods for a rating SJT on internal consistency reliability, adverse impact and correlation with personality. The scoring methods varied on four aspects: the way of controlling for systematic error, and the type of reference group, distance and central tendency statistic. All scoring methods were applied to a previously validated integrity-based SJT, administered to 931 medical school applicants. Internal consistency reliability varied between .33 and .73, which is likely explained by the dependence of coefficient alpha on the total score variance. All scoring methods led to significantly higher scores for the ethnic majority than for the non-Western minorities, with effect sizes ranging from 0.48 to 0.66. Eighteen scoring methods showed a significant small positive correlation with agreeableness. Four scoring methods showed a significant small positive correlation with conscientiousness. The way of controlling for systematic error was the most influential scoring method aspect. These results suggest that the increased use of SJTs for selection into medical school must be accompanied by a thorough examination of the scoring method to be used.

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Section: Strengths and Limitationsmentioning

confidence: 99%

Scoring method of a Situational Judgment Test: influence on internal consistency reliability, adverse impact and correlation with personality?

Leng

Stegers‐Jager

Husbands

et al. 2016

Adv in Health Sci Educ

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“…Assessment of teachers' professional knowledge and skills often is based on Shulman's (1986) description of teacher knowledge, which comprises general pedagogical knowledge, subject matter knowledge, curricular knowledge, and pedagogical content knowledge (PCK). Various studies have investigated teachers' general pedagogical knowledge (Gold and Holodynski 2015;König et al 2011); however, domain-specific facets of teachers' professional knowledge have been assessed in only a few subjects, mainly in mathematics (see review in Depaepe et al 2013) and science (de Jong and van Driel 2004;Schmelzing et al 2013;Veal et al 1999). The lack of assessment of teacher knowledge, particularly PCK, in subjects with more complex curricular layouts may be due to challenges of agreeing on common teaching methods and content structures (Carlson 1990).…”

mentioning

confidence: 99%

Evaluating the pedagogical content knowledge of pre- and in-service teachers of business and economics to ensure quality of classroom practice in vocational education and training

Kuhn

Alonzo

Zlatkin‐Troitschanskaia

2016

Empirical Res Voc Ed Train

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Relevance and backgroundEmpirical research on teachers' professional knowledge and skills is becoming increasingly important for practice in teacher education and especially in vocational education and training (De Wever et al. 2016). Several debates on educational policies have ensued, and discourse on this topic has featured political catchphrases such as 'outcome orientation' (Cochran-Smith et al. 2012; European Commission 2007). The central theme of the discussion on outcome orientation is that both the educational system and teaching can Abstract Background: Research on teachers' professional knowledge and skills is becoming increasingly important. However, valid assessments of teachers' knowledge and skills are scarce. In this study, we report on our development and validation (following the international Standards for Educational and Psychological Testing) of a situation-based tool to assess pre-service and in-service teachers' pedagogical content knowledge (PCK) of business and economics in vocational education and training. Methods:We present a conceptual model and empirical evidence indicating the validity of test content and internal structure of the new developed assessment. We conducted conceptual analyses, interviews and standardized ratings with experts, and piloted the tool with 338 pre-service and in-service teachers. Results:Our results indicate that our assessment tool is valid and reliable to measure case-related PCK (a central component of situation-oriented knowledge) of pre-service and in-service teachers. Conclusions:A video-and performance-based assessment tool for assessing the strategic component of PCK is developed and currently being validated. Together, these tools can serve to assess the professional knowledge and skills of business and economics teachers.

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“…Ünal & Ünal (2012) pointed that beginning teachers prefer to be mostly in control and make the rules themselves. Beginning teachers' knowledge of classroom management is essential (Gold & Holodynski, 2015), because it is a necessity for development of interactionist attitude. It is possible to say that young teachers with a shorter period of experience in teaching may prefer to keep an authoritarian style since they are not experienced enough.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Geography Teachers’ Attitudes and Beliefs Regarding Classroom Management

Dikmenli¹,

Çifçi

2016

IJHE

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This study scrutinizes geography teachers' attitude and belief levels regarding classroom management. As a matter of fact, classroom management is one of the prominent areas emphasized by all educators. Descriptive correlational survey model was used in the study. Study group includes 58 geography teachers working in Sivas province during the 2015-2016 academic year. Convenience sampling method was employed while forming the study group. The Attitudes & Beliefs on Classroom Control Inventory developed by Martin, Yin & Baldwin (1998) and adapted into Turkish language by Sarvan (2002) was employed to collect the data. The statistical analyses were carried out using SPSS 17. To analyze the relationships between the variables, t-test for independent samples, Mann Whitney-U test, and Pearson's correlation were used. Significance level was set to be p<.05. Geography teachers' mean scores for the sub-dimensions of instructional management and people management and their mean total scores for classroom management attitude and belief corresponded to medium level (interactionalist classroom management). Their mean scores for the sub-dimension of behavior management corresponded to low level (non-interventionist classroom management). No significant difference was found between the geography teachers' mean scores for the sub-dimensions of instructional management, people management, and behavior management and total scores for classroom management attitude and belief by gender and the type of the high school they work in. In addition, no significant relationship was found between years in teaching and instructional management. However, a negative significant relationship was detected between teachers' years in teaching and people management, behavior management, and classroom management attitude and belief. It is recommended that arrangements and studies be made for teachers to develop attitudes and beliefs that will allow their students to know themselves, make decisions, and carry out tasks either individually or in group.

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Development and Construct Validation of a Situational Judgment Test of Strategic Knowledge of Classroom Management in Elementary Schools

Cited by 32 publications

References 60 publications

Scoring method of a Situational Judgment Test: influence on internal consistency reliability, adverse impact and correlation with personality?

Scoring method of a Situational Judgment Test: influence on internal consistency reliability, adverse impact and correlation with personality?

Evaluating the pedagogical content knowledge of pre- and in-service teachers of business and economics to ensure quality of classroom practice in vocational education and training

Geography Teachers’ Attitudes and Beliefs Regarding Classroom Management

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