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

Abstract

The current study describes the development and construct validation of a situational judgment test for assessing the strategic knowledge of classroom management in elementary schools. Classroom scenarios and accompanying courses of action were constructed, of which 17 experts confirmed the content validity. A pilot study and a cross-validation with preservice teachers and inservice teachers revealed the assumed factor structure and sensitivity of the test to differences in expertise. The results indicate that the situational judgment test for assessing strategic knowledge of classroom management in elementary schools is a valid assessment tool for investigating the acquisition and promotion of classroom management knowledge during teacher education.

Acknowledgments

This study was funded by the German Federal Ministry of Education and Research (BMBF) under the project number: 01JH0916. Many thanks go to Christian Geiser for helpful advice and feedback of earlier versions of the paper.

Table 1 Pairwise Comparisons for the Strategy Evaluations of The Example Scenario and Frequencies of the Relations Between the Strategies