Developing a situational judgement test for admission into initial teacher education in Oman: An exploratory study

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2020-12-16 DOI:10.1080/21683603.2019.1630042

Waleed Al Hashmi, R. Klassen

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引用次数: 7

Abstract

ABSTRACT In Oman, applicants are selected for initial teacher education programs (ITEPs) based mainly on their academic achievements. Applicants’ non-cognitive attributes (NCAs) (e.g., resilience and motivation) receive less attention. Situational judgment tests (SJTs) are a type of simulation test that are used in the candidate selection process for different professions. We aim to (a) develop an SJT for selecting ITEP applicants in Oman, (b) explore its psychometric properties, and (c) explore applicants’ reactions to the test. There were four study phases. Phase 1 used a multi-step design to explore the NCAs’ underlying teacher effectiveness. Phase 2 used these NCAs to develop an SJT with working teachers (N = 116). The developed SJT was initially piloted in Phase 3 with new ITEP candidates (N = 171) and was then piloted with other criterion measures in Phase 4 (N = 142). Results demonstrated good SJT internal consistency (α = .75). SJT scores correlated significantly with scores on two facets of the Big Five personality measure (i.e., conscientiousness and agreeableness). Additionally, SJT scores were positively correlated with participants’ GPA, but not with their interview scores. Participants’ reactions to the SJT were positive. With further research, SJTs could prove helpful for selecting teachers in Oman.

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阿曼初级师范教育入学情景判断测试的开发：一项探索性研究

摘要在阿曼，最初的教师教育项目（ITEP）主要根据申请人的学术成就进行选择。申请人的非认知属性（NCA）（如弹性和动机）受到的关注较少。情境判断测试（SJT）是一种模拟测试，用于不同职业的候选人选拔过程。我们的目标是（a）开发一种用于选择阿曼ITEP申请人的SJT，（b）探索其心理测量特性，以及（c）探索申请人对测试的反应。研究分为四个阶段。第一阶段采用多步骤设计来探索NCA潜在的教师效能。第二阶段使用这些NCA与在职教师一起开发SJT（N=116）。开发的SJT最初在第3阶段用新的ITEP候选者进行试点（N=171），然后在第4阶段用其他标准措施进行试点（N=142）。结果显示SJT具有良好的内部一致性（α=.75）。SJT得分与五大人格测量的两个方面（即尽责性和宜人性）的得分显著相关。此外，SJT成绩与参与者的GPA呈正相关，但与他们的面试成绩无关。参与者对SJT的反应是积极的。通过进一步的研究，SJT可能对阿曼的教师选拔有所帮助。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.