Construction of the situational judgment tests for teachers

References

• Akaike, H. (1974). A new look at the statistical model identification. IEEE Transactions on Automatic Control, 19(6), 716–723.
   Web of Science ®Google Scholar
• Anderson, D. R., & Burnham, K. P. (2004). Model selection and multi-model inference: A practical information-theoretic approach (2nd ed. ed.). New York, NY: Springer.
   Google Scholar
• Arenson, E. A. (1999). Statistical linkages between state education assessments and the national assessment of educational progress. Paper presented at the Annual Meeting of the Sacramento Statistical Association, Sacramento, CA. Retrieved from ERIC database (ED 432609).
   Google Scholar
• Bandura, A. (2006). Guide for constructing self-efficacy scales. In T. Urdan & F. Pajares (Eds.), Self-efficacy beliefs of adolescents (pp. 307–337). Greenwich, CT: IAP.
   Google Scholar
• Becker, T. E., & Colquitt, A. L. (1992). Potential versus actual faking of a biodata form: An analysis along several dimensions of item type. Personnel Psychology, 45(2), 389–406.
   Web of Science ®Google Scholar
• Bond, T., & Fox, C. (2001). Applying the Rasch model: Fundamental measurement in the human sciences. Mahwah, NJ: Lawrence Erlbaum Associates Inc.
   Google Scholar
• Caena, F. (2011). Teachers’ core competences: Requirements and development. Retrieved from http://ec.europa.eu/dgs/education_culture/repository/education/policy/strategic-framework/doc/teacher-competences_en.pdf
   Google Scholar
• Casey, C., & Childs, R. (2011). Teacher education admission criteria as measure of preparedness for teaching. Canadian Journal of Education, 34(2), 3–20.
   Google Scholar
• Casey, C. E., & Childs, R. A. (2007). Teacher education program admission criteria and what beginning teachers need to know to be successful teachers. Canadian Journal of Educational Administration and Policy, 67, 1–24.
   Google Scholar
• Chan, D., & Schmitt, N. (1997). Video-based versus paper-and pencil method of assessment in situational judgment tests: Subgroup differences in test performance and face validity perceptions. Journal of Applied Psychology, 82(1), 143–159.
   PubMed Web of Science ®Google Scholar
• Chan, D., & Schmitt, N. (2002). Situational judgment and job performance. Human Performance, 15(3), 233–254.
   Web of Science ®Google Scholar
• Cheng, C. S., & Bailey, R. A. (1991). Optimality of some two-associate-class partially balanced incomplete-block designs. The Annals of Statistics, 19(3), 1667–1671.
   Web of Science ®Google Scholar
• Clark, S. K., Byrnes, D., & Sudweeks, R. R. (2015). A comparative examination of student teacher and intern perceptions of teaching ability at the preservice and inservice stages. Journal of Teacher Education, 66(2), 170–183.
   Web of Science ®Google Scholar
• Clevenger, J., Pereira, G. M., Wiechmann, D., Schmitt, N., & Harvey, V. S. (2001). Incremental validity of situational judgment tests. Journal of Applied Psychology, 86(3), 410–417.
   PubMed Web of Science ®Google Scholar
• Cohen, D. K., Raudenbush, S. W., & Ball, D. L. (2003). Resources, instruction, and research. Educational Evaluation and Policy Analysis, 25(2), 119–142.
   Web of Science ®Google Scholar
• De Meijer, L. A. L., Born, M. P., van Zielst, J., & van der Molen, H. T. (2010). Construct-driven development of a video-based situational judgment test for integrity: A study in a multi-ethnic police study. European Psychologist, 15(3), 229–236.
   Web of Science ®Google Scholar
• Department for Education. (2010). The importance of teaching: The schools white paper 2010. London, UK: Author. Retrieved from https://www.gov.uk/government/publications/the-importance-of-teaching-the-schools-white-paper-2010
   Google Scholar
• Dicke, T., Elling, J., Schmeck, A., & Leutner, D. (2015). Reducing reality shock：The effects of classroom management skills training on beginning teachers. Teaching and Teacher Education, 48, 1–12.
   Web of Science ®Google Scholar
• Donaldson, S. I., & Grant-Vallone, E. J. (2002). Understanding self-report bias in organizational behavior research. Journal of Business and Psychology, 17(2), 245–260.
   Web of Science ®Google Scholar
• Educational Testing Service. (2017). The Praxis® tests information bulletin. Retrieved from https://www.ets.org/s/praxis/pdf/praxis_information_bulletin.pdf
   Google Scholar
• Feiman‐Nemser, S., & Buchmann, M. (1986). The first year of teacher preparation: Transition to pedagogical thinking? Journal of Curriculum Studies, 18(3), 239–256.
   Web of Science ®Google Scholar
• Furnham, A. (1986). Response bias, social desirability and dissimulation. Personality and Individual Differences, 7(3), 385–400.
   Web of Science ®Google Scholar
• Gargiulo, R. M., & Pigge, F. L. (1979). Perceived competencies of elementary and special education teachers. Journal of Educational Research, 72(6), 339–343.
   Web of Science ®Google Scholar
• Hoban, G. (2000). Using a reflective framework to study teaching-learning relationships. Reflective Practice, 1(2), 165–182.
   Google Scholar
• Hong, J. C., Hwang, M. Y., Sheu, L. C., & Lee, C. K. (2009). Perceived competency disparities between pre-service training and job demands of primary school administrators. Journal of Research in Education Sciences, 54(3), 29–51.
   Google Scholar
• Huang, J. L., Yeh, Y. F., Hsu, Y. S., & Tseng, Y. H. (2017). Critical factors of becoming secondary school teachers: Mining the process of teacher education by decision trees. Journal of Research in Education Sciences, 62(2), 89–123.
   Web of Science ®Google Scholar
• Ingvarson, L., & Rowley, G. (2017). Quality assurance in teacher education and outcomes: A study of 17 countries. Educational Researcher, 46(4), 177–193.
   Web of Science ®Google Scholar
• Kennedy, M., & Barnes, H. (1994). Implications of cognitive science for teacher education. In J. N. Mangieri & C. C. Block (Eds.), Creating powerful thinking in teachers and students: Diverse perspectives (pp. 196–212). Fort Worth, TX: Harcourt Brace College Publishers.
   Google Scholar
• Kennedy, M. M. (2006). From teacher quality to quality teaching. Educational Leadership, 63(6), 14–19.
   Web of Science ®Google Scholar
• Kim, H., & Cho, Y. (2014). Preservice teachers’ motivation, teacher efficacy, and expectation of reality shock. Asia-Pacific Journal of Teacher Education, 42(1), 67–81.
   Web of Science ®Google Scholar
• Kleinsasser, R. C., & Liu, M. H. (2013). Context perspectives in a Taiwan junior high school. Teaching and Teacher Education, 34, 143–153.
   Web of Science ®Google Scholar
• Labaree, D. F. (2000). On the nature of teaching and teacher education: Difficult practices that look easy. Journal of Teacher Education, 51(3), 228–233.
   Web of Science ®Google Scholar
• Lievens, F., & Motowidlo, S. J. (2016). Situational judgment tests: From measures of situational judgment to measures of general domain knowledge. Industrial and Organizational Psychology, 9(1), 3–22.
   Google Scholar
• Lievens, F., Peeters, H., & Schollaert, E. (2008). Situational judgment tests: A review of recent research. Personnel Review, 37(4), 426–441.
   Web of Science ®Google Scholar
• Lievens, F., & Sackett, P. R. (2006). Video-based versus written situational judgment tests: A comparison in terms of predictive validity. Journal of Applied Psychology, 91(5), 1181–1188.
   PubMed Web of Science ®Google Scholar
• Lu, Y. Y., Wu, H. Y., Chen, H. C., Lin, H. L., & Chang, Y. L. (2016). The analysis of situational positive discipline strategies by positive discipline awarded teachers. Bulletin of Educational Psychology, 48, 159–184.
   Google Scholar
• Mahmood, S. (2013). “Reality Shock”: New early childhood education teachers. Journal of Early Childhood Teacher Education, 34, 154–170.
   Google Scholar
• Marso, R. N., & Pigge, F. L. (1987). Differences between self-perceived job expectations and job realities of beginning teachers. Journal of Teacher Education, 38(6), 53–56.
   Web of Science ®Google Scholar
• Masters, G. (1982). A Rasch model for partial credit scoring. Psychometrika, 47(2), 149–174.
   Web of Science ®Google Scholar
• McDaniel, M. A., Morgeson, F. P., Finnegan, E. B., Campion, M. A., & Braverman, E. P. (2001). Use of situational judgment tests to predict job performance: A clarification of the literature. Journal of Applied Psychology, 86(4), 730–740.
   PubMed Web of Science ®Google Scholar
• McDaniel, M. A., & Whetzel, D. L. (2005). Situational judgment test research: Informing the debate on practical intelligence theory. Intelligence, 33(5), 515–525.
   Web of Science ®Google Scholar
• McFarland, L. A., & Ryan, A. M. (2006). Toward an integrated model of applicant faking behavior. Journal of Applied Social Psychology, 36(4), 979–1016.
   Web of Science ®Google Scholar
• McGraw, A., & Fish, T. (2018). Selection and rejection in teacher education: Qualities of character crucial in selecting and developing teacher education students. Asia-Pacific Journal of Teacher Education, 46(2), 120–132.
   Web of Science ®Google Scholar
• Mikotovics, A., & Crehan, K. D. (2002). Pre-professional skills test scores as college of education admission criteria. The Journal of Educational Research, 95, 215–223.
   Web of Science ®Google Scholar
• Motowidlo, S. J., Dunnette, M. D., & Carter, G. W. (1990). An alternative selection procedure: The low-fidelity simulation. Journal of Applied Psychology, 75(6), 640–647.
   Web of Science ®Google Scholar
• Nguyen, N. T., & McDaniel, M. A. (2003). Response instructions and racial differences in a situational judgment test. Applied H.R.M. Research, 8(1), 33–44.
   Google Scholar
• O’Connell, M. S., Hartman, N. S., McDaniel, M. A., Grubb, W. L., & Lawrence, A. (2007). Incremental validity of situational judgment tests for task and contextual performance. International Journal of Selection and Assessment, 15(1), 19–29.
   Web of Science ®Google Scholar
• Ogden, D. H., Chapman, A. D., & Doak, L. (1994). Characteristics of good/effective teachers: Gender differences in student descriptors. Paper presented at the 1994 Annual Meeting of the Mid-South Educational Research Association, Nashville, TN. Retrieved from ERIC database (ED383657).
   Google Scholar
• Olson-Buchanan, J. B., Drasgow, F., Moberg, P. J., Mead, A. D., Keenan, P. A., & Donovan, M. A. (1998). Interactive video assessment of conflict resolution skills. Personnel Psychology, 51(1), 1–24.
   Web of Science ®Google Scholar
• Parkay, F. W., & Stanford, B. H. (2000). Becoming a teacher. Boston, MA: Allyn and Bacon.
   Google Scholar
• Paulhus, D. L. (1991). Measurement and control of response bias. In J. P. Robinson, P. R. Shaver, & L. S. Wrightsman (Eds.), Measures of personality and social psychological attitudes (pp. 17–60). San Diego, CA: Academic Press.
   Google Scholar
• Peacock, A., & Rawson, B. (2001). Helping teachers to develop competence criteria for evaluating their professional development. International Journal of Educational Development, 21, 79–92.
   Web of Science ®Google Scholar
• Ployhart, R. E., Porr, W., & Ryan, A. M. (2004, April). New development in SJTs: Scoring, coaching and incremental validity. Paper presented at the 19th annual convention of the Society for Industrial and Organizational Psychology, Chicago, IL.
   Google Scholar
• Schwarz, G. (1978). Estimating the dimension of a model. The Annals of Statistics, 6(2), 461–464.
   Web of Science ®Google Scholar
• Shanoski, L. A., & Hranitz, J. R. (1991). A foundation for excellence in teaching. Paper presented at the Association of Teacher Educators, New Orleans, LA.  Retrieved from ERIC database (ED356212).
   Google Scholar
• Tschannen-Moran, M., & Woolfolk-Hoy, A. (2001). Teacher-efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805.
   Web of Science ®Google Scholar
• University of California, Los Angeles. (2010). Teacher preparation advisement guide. Los Angeles, CA: Author.
   Google Scholar
• Van der Linden, W. J., Veldkamp, B. P., & Carlson, J. E. (2004). Optimizing balanced incomplete block designs for educational assessments. Applied Psychological Measurement, 28, 317–331.
   Web of Science ®Google Scholar
• Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54(2), 143–178.
   Web of Science ®Google Scholar
• Verhelst, N. D., & Verstralen, H. H. F. M. (2008). Some considerations on the partial credit model. Psicológica: Revista De Metodología Y Psicología Experimental, 29(2), 229–254.
   Web of Science ®Google Scholar
• Wagner, R. K., & Sternberg, R. J. (1985). Practical intelligence in real-world pursuits: The role of tacit knowledge. Journal of Personality and Social Psychology, 49(2), 436–458.
   Web of Science ®Google Scholar
• Weekley, J. A., & Jones, C. (1997). Video-based situational testing. Personnel Psychology, 50(1), 25–49.
   Web of Science ®Google Scholar
• Weekley, J. A., & Jones, C. (1999). Further studies of situational tests. Personnel Psychology, 52(3), 679–700.
   Web of Science ®Google Scholar
• Whetzel, D. L., & McDaniel, M. A. (2009). Situational judgment tests: An overview of current research. Human Resource Management Review, 19(3), 188–202.
   Web of Science ®Google Scholar
• Wright, B. D., & Linacre, J. M. (1994). Reasonable mean-square fit values. Rasch Measurement: Transactions of the Rasch Measurement SIG, 8(3), 370.
   Google Scholar
• Wright, V. J. (2015). Is ATAR useful for predicting the success of Australian students in initial teacher education? Australian Journal of Teacher Education, 40(9), 1–15.
   Web of Science ®Google Scholar
• Wu, M. L., Adams, R. J., & Wilson, M. R. (1998). ConQuest [Computer software and manual]. Camberwell, AU: Australian Council for Educational Research.
   Google Scholar