Situational Judgment Tests and their Predictiveness of College Students’ Success: The Influence of Faking

Peeters, Helga; Lievens, Filip

doi:10.1177/0013164404268672

Cited by 73 publications

(78 citation statements)

References 64 publications

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“…First, when SJT items had a stronger cognitive loading, they were less fakable (see also Peeters and Lievens, 2005). Second, more transparent items were more fakable.…”

Section: Fakabilitymentioning

confidence: 97%

Situational judgment tests: a review of recent research

2008

Self Cite

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Purpose -The purpose of this paper is to give an empirically-based review of the strengths and weaknesses of situational judgment tests (SJTs). Design/methodology/approach -The features, history, and development of SJTs are discussed. Next, a computerized search (from 1990-2007) is conducted to retrieve empirical studies related to SJTs. The effectiveness of SJTs is discussed in terms of reliability, criterion-related validity, incremental validity, construct-related validity, utility, adverse impact, applicant perceptions, fakability, and susceptibility to practice and coaching effects. Findings -Strengths of SJTs are that they show criterion-related validity and incremental validity above cognitive ability and personality tests. SJTs have also less adverse impact towards minorities (especially if the cognitive loading of the SJT is low). Furthermore, applicant reactions towards SJTs are positive and SJTs enable to test large applicant groups at once (through the Internet). In terms of weaknesses, SJTs might be prone to faking, practice, and coaching effects. There is also debate about what constructs are measured by SJTs. Research limitations/implications -Five avenues for future research are discussed: construct-related validity of SJTs, utility of SJTs vis-à -vis other predictors, impact of SJT features on validity and adverse impact, examination of alternative stimulus and response formats, and cross-cultural transportability of SJTs. Practical implications -Practitioners receive evidence-based information about the features, development, and strengths and weaknesses of SJTs. Originality/value -Apart from the USA, SJTs have not made strong inroads in selection practice in Europe and other parts of the world. This evidence-based paper might highlight the value of SJTs.

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“…First, when SJT items had a stronger cognitive loading, they were less fakable (see also Peeters and Lievens, 2005). Second, more transparent items were more fakable.…”

Section: Fakabilitymentioning

confidence: 97%

Situational judgment tests: a review of recent research

2008

Self Cite

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“…The presented situations try to evoke respondent's knowledge stored in his/her subconscious mind and make him/her apply the knowledge in the given situation (Sternberg & Wagner, 1992). SJTs were used to measure tacit knowledge of students (Peeters & Lievens, 2005), military leaders (Horvath, Sternberg, Forsythe, Sweeney, & Bullis, 1996), or managers (Colonia-Willner, 1999; R.K. Wagner & Sternberg, 1991), or nurses (Fox, 1997).…”

Section: Measuring the Knowledge On An Individual Levelmentioning

confidence: 99%

Measuring Knowledge

Matošková¹

2016

JOC

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Knowledge is a key to creating a sustainable competitive advantage. Measuring knowledge of an organization as a unit allows for, in addition to other things, benchmarking it against other organizations as well as comparing the development within the organization in the course of time. Additionally, measuring the knowledge of individuals and groups helps identify key workers and can also be used when recruiting a new work force, while evaluating employees' work performances, or to check the course of the adaptation of a new employee. Even though the field of measuring knowledge belongs, in comparison with other topics, among the lesser-developed fields in the management of knowledge, a number of approaches that can be used to measure knowledge have been introduced. The aim of this study is to present an overview of methods which can be applied when measuring the knowledge of organizations, groups or individuals and thus provide a practical list of methods which feature in literature mostly for practitioners and novices in this field. The study is based on a content-analysis of literature.

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“…They discussed it in terms of the use of the ATDP scale with both rehabilitation and nonrehabilitation populations. Similarly, Peeters and Lievens (2005) had released that the scores of students in the fake condition were significantly higher than those of students in the honest condition. As well, Stein and Graham (1995) had administered the students under instructions to fake good, fake bad, or score honestly and reported significant (p < .001) difference on all validity scale scores of the three groups of respondents.…”

Section: Empirical Studiesmentioning

confidence: 99%

A Review on the Effect of Using Dictogloss Tasks and Fake Scoring on Children's Dictation Ability

Faghani

Derakhshan

Zangoei³

2015

ELR

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Writing is one of the important language skills that should be mastered by the foreign language learners to convey their concepts in written form, so teachers should contemplate on different applicable techniques to promote this skill. One of these techniques is dictogloss task. Dictogloss task is a technique of dictation method that can be used for teaching writing cooperatively. It has four steps which are preparation, dictation, reconstruction, and analysis and correction. Dictogloss procedure is practical and flexible enough to account for the needs, interests, and learning preferences of learners. Kids and even adults need reassurance and flexibility from their teachers while learning. They need not to be interrupted while producing, and sometimes their mistakes are better not to be announced and corrected at the time. A motivational strategy to reach that goal was to ignore their writing mistakes in scoring by simply and slightly showing them that the mistaken part could have been written in the correct form. Given the background of unsatisfactory number of studies on improving children language learning performance, especially, their writing in pre-school age, this review study is aimed to highlight a useful technique in the language teaching activities, not just English. It has an endeavor to find the influence of giving fake high scores in a dictogloss task on kids' dictation ability. It is recommended that teachers should be encouraged to voice their viewpoints and be capable of any required changes regarding their class situation and be able to rely on themselves rather than books. In spite of being fair, it is sometimes needed to lessen the strictness towards some students. It is concluded that fake high scoring on a permanent dictogloss task is a suitable, applicable, and appropriate device for EFL teachers and learners to achieve their educational aims.

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Situational Judgment Tests and their Predictiveness of College Students’ Success: The Influence of Faking

Cited by 73 publications

References 64 publications

Situational judgment tests: a review of recent research

Situational judgment tests: a review of recent research

Measuring Knowledge

A Review on the Effect of Using Dictogloss Tasks and Fake Scoring on Children's Dictation Ability

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