Retest Reliability of Situational Judgment Tests

Harenbrock, Jana; Forthmann, Boris; Benedek, Mathias

doi:10.1027/1866-5888/a000323

Cited by 3 publications

(1 citation statement)

References 83 publications

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“…Consequently, when one runs an R-type factor analysis in such circumstances, the internal consistency reliability coefficients are poor. Additionally, though researchers often provide information about the internal consistency reliability of situational judgment tests (SJTs), this estimate is known to be unsuitable for SJTs because they are heterogeneous tests, and a better estimate for the reliability of SJTs may be retest reliability as the authors of a recently published meta-analysis propose ( Harenbrock et al 2023 ). As a result, a future study would be useful for the Greek version of TKI-HS to be analyzed with latent profile analysis (LPA) and its retest reliability to also be estimated in the population of Greek HS teachers.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Secondary Education Teachers’ Metacognitive Knowledge and Professional Development on Their Tacit Knowledge Strategies

Sofologi,

Foutsitzi,

Papantoniou

et al. 2023

J. Intell.

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The present study investigated the pattern of relations among the tacit knowledge of high school teachers, their professional development, and their metacognitive knowledge concerning their teaching practices. Two hundred and seventy-nine secondary school teachers of both sexes, between the ages of 30 and 59 years, with teaching experience of between 1 and 19 years, participated in the study. Teachers’ tacit knowledge was evaluated through the hypothetical scenarios of the Tacit Knowledge Inventory for High School Teachers (TKI-HS), which has been developed for the estimation of teachers’ practical strategies. For the evaluation of teachers’ metacognitive knowledge and professional development, self-report questionnaires were administered to the participants. Path analysis indicated relationships between teachers’ metacognitive knowledge regarding difficulties in classroom management and in the use of modern methods and technologies on the one hand, and the use of certain tacit knowledge strategies on the other. In addition, teachers’ professional development, especially their ability to interact in socially heterogeneous groups, was also found to have an effect on their tacit knowledge strategies.

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Section: Discussionmentioning

confidence: 99%

The Effect of Secondary Education Teachers’ Metacognitive Knowledge and Professional Development on Their Tacit Knowledge Strategies

Sofologi,

Foutsitzi,

Papantoniou

et al. 2023

J. Intell.

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Creativity in the West and the East: A Meta-Analysis of Cross-Cultural Differences

Barth,

Stadtmann

2024

Creativity Research Journal

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An Integrative, Systematic Review of the Situational Judgment Test Literature

Kepes,

Keener,

Lievens

et al. 2024

Journal of Management

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Situational judgment tests (SJTs) are popular assessment approaches that present scenarios describing situations that one may experience in a job. Due to its long history and cross-disciplinary nature, today’s SJT literature is quite fragmented. In this integrative review, we start by systematically taking stock and synthesizing the SJT literature from the different scientific disciplines via bibliometric techniques on 524 unique documents. We identify six literature clusters (i.e., SJTs in the medical sciences, SJTs in personnel selection, methodological issues and SJTs for specific constructs, SJTs to assess emotional intelligence and related constructs, technological advances in SJTs, SJTs for teacher assessment and development) that correspond to academic disciplines and research streams within them. We also identify current trends in SJT research by examining the clusters formed by a recent subset of the SJT literature. We then build on the bibliometric analysis by categorizing the identified themes in an organizing framework with two fundamental dimensions: the main purpose of a study (i.e., conceptual understanding, prediction, other [e.g., understanding mean group differences, applicant reactions]) and its research focus (i.e., SJTs holistically, content, and design and methods). Finally, on the basis of this framework, we provide recommendations to encourage greater knowledge sharing between scientific disciplines. In addition, we outline an agenda for future research in terms of four broad directions: SJT theory, SJT constructs, SJT design and methods, and SJT application domains.

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Retest Reliability of Situational Judgment Tests

Cited by 3 publications

References 83 publications

The Effect of Secondary Education Teachers’ Metacognitive Knowledge and Professional Development on Their Tacit Knowledge Strategies

The Effect of Secondary Education Teachers’ Metacognitive Knowledge and Professional Development on Their Tacit Knowledge Strategies

Creativity in the West and the East: A Meta-Analysis of Cross-Cultural Differences

An Integrative, Systematic Review of the Situational Judgment Test Literature

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