Can We Improve the Selection Into Teacher Education by Using Video-Based Situational Judgment Tests?

• In Event: Moscone Center West Roundtable Session 4
  In Roundtable Session: Measurement Tools for Selection and Licensure

Abstract

Situational judgement tests (SJTs) are increasingly used for selection decisions into teacher education. This study investigated whether video-based SJTs provide benefits over ‘traditional’ text-based SJTs in terms of enhanced applicant reactions, test performance, and reduced subgroup differences (ethnicity and gender). A total of 290 prospective teachers (56.6 % female) were randomly assigned to one of three conditions: two video-based conditions (with and without text) and a text-based condition. SJT scores did not significantly differ between conditions, but both video-based formats were perceived as more engaging. There were gender effects for the text-based condition (females outperforming males), but not for the two video-based conditions. Ethnicity effects (members from majority groups outperforming members from minority groups) occurred in all conditions.

Authors

• Lisa Bardach, University of Tübingen

• Jade Rushby, University of York

• Lisa E. Kim, University of York

• Rob Klassen, University of York