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Journal articles on the topic 'Gamified Situational Judgment Test'

Author: Grafiati

Published: 9 March 2024

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1

Hernandez, Jérôme, Mathieu Muratet, Matthis Pierotti, and Thibault Carron. "Can We Detect Non-playable Characters’ Personalities Using Machine And Deep Learning Approaches?" European Conference on Games Based Learning 16, no. 1 (2022): 271–79. http://dx.doi.org/10.34190/ecgbl.16.1.627.

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Personality recognition and computational psychometrics data have become prevalent in personnel selection processes. Such assessment tools are adequate for human resources seeking tools to assess a large volume of diverse player personalities in the current "war of talents." Recently, studies about using Gamified situational judgment test approaches have shown positive results in assessing players' behavior and personality. Gamified situational judgment tests combine the advantages of gamification, such as enhancing players' reactions and flow state, with the acknowledged traditional situational judgment test approach. To gamify a situational judgment test, an innovative approach using the visual novel game genre has shown positive results in the gamification by adding game elements such as narrative scripts, non-player characters, dialogs, and audiovisual assets to the test. Indeed, these elements play an essential role in the validity of the players' personality results by using a stealth-assessment method to minimize social bias and player's stress. However, to our knowledge, as gamification in personality detection is still recent, little is known on the possible positive outcomes of designing game elements such as the dialogues and non-player character personalities in the validity of the team cohesion measure. To this end, we propose an empirical study to build personality trait models based on non-players characters' speeches.  We used the Myers–Briggs Type Indicator based on four dichotomies to classify the personalities as one of companies and organizations' most used personality typology. For each of the four dimensions, we train twenty-four separate binary classifiers and one 16-class classifier, using well-established machine learning and a convolutional neural network in the domain of natural language processing, text analytics, and computational psychometrics. The results of this study show that it is possible to recognize non-playable characters’ personalities and thus can help game designers to understand their characters' personalities using natural language processing.

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Landers, Richard N., Elena M. Auer, and Joseph D. Abraham. "Gamifying a situational judgment test with immersion and control game elements." Journal of Managerial Psychology 35, no. 4 (2020): 225–39. http://dx.doi.org/10.1108/jmp-10-2018-0446.

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PurposeAssessment gamification, which refers to the addition of game elements to existing assessments, is commonly implemented to improved applicant reactions to existing psychometric measures. This study aims to understand the effects of gamification on applicant reactions to and measurement quality of situational judgment tests.Design/methodology/approachIn a 2 × 4 between-subjects experiment, this study randomly assigned 315 people to experience different versions of a gamified situational judgment test, crossing immersive game elements (text, audio, still pictures, video) with control game elements (high and low), measuring applicant reactions and assessing differences in convergent validity between conditions.FindingsThe use of immersive game elements improved perceptions of organizational technological sophistication, but no other reactions outcomes (test attitudes, procedural justice, organizational attractiveness). Convergent validity with cognitive ability was not affected by gamification.Originality/valueThis is the first study to experimentally examine applicant reactions and measurement quality to SJTs based upon the implementation of specific game elements. It demonstrates that small-scale efforts to gamify assessments are likely to lead to only small-scale gains. However, it also demonstrates that such modifications can be done without harming the measurement qualities of the test, making gamification a potentially useful marketing tool for assessment specialists. Thus, this study concludes that utility should be considered carefully and explicitly for any attempt to gamify assessment.

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Westring, Alyssa J. Friede, Frederick L. Oswald, Neal Schmitt, et al. "Estimating Trait and Situational Variance in a Situational Judgment Test." Human Performance 22, no. 1 (2009): 44–63. http://dx.doi.org/10.1080/08959280802540999.

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Kim, EuiSoo, YoungSeok Han, and MyoungSo Kim. "Comparison of validities for scoring keys and scoring algorithms in situational judgment test." Korean Journal of Industrial and Organizational Psychology 24, no. 1 (2011): 231–55. http://dx.doi.org/10.24230/kjiop.v24i1.231-255.

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The purpose of the present study was to examine the fakability of the situational judgment test. Specifically, the study was focused on the following questions; (1) whether participants are able to fake their answers on the situational judgment test in the real situation of selection, (2) whether faking influences the criterion-related validity of the situational judgment test and its incremental validity over cognitive and personality tests, and (3) whether the combination of different scoring key(SME consensus, average in response, and empirical keying) and different scoring algorithm(scenario, Best-Worst, and Pick most) has influence on the degree of fakability as well as both criterion-related validity and incremental validity of the situational judgment test. 110 students who applied to the leadership program were considered the faking group, while 129 students of B department at A university were considered the honest group. The members of both groups completed a cognitive test, a personality questionnaire and a situational judgment test. Only for the situational judgment tests, each group was asked to respond as instructed. Another group of 78 students of A university participated in the survey to develop two scoring key(empirical, average in response keying). SME consensus key was developed by 9 SMEs(5 undergraduate students with leadership and good GPA, 4 graduate students). And then 9 situational judgment scores were produced independently. Results indicated that the all scores of students in the faking group were significantly higher than those of students in the honest group. Furthermore, criterion-related validity of the situational judgement test in the honest group was higher than that of the faking group for both task performance and contextual performance. While faking had negative effects on the criterion-related validity for both criteria of performance, incremental validity of the situational judgement test in the honest group was higher than that of the faking group only for the contextual criteria. Finally, the limitation and future direction of the present study were discussed.

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Armstrong, Michael B., Jared Z. Ferrell, Andrew B. Collmus, and Richard N. Landers. "Correcting Misconceptions About Gamification of Assessment: More Than SJTs and Badges." Industrial and Organizational Psychology 9, no. 3 (2016): 671–77. http://dx.doi.org/10.1017/iop.2016.69.

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Describing the current state of gamification, Chamorro-Premuzic, Winsborough, Sherman, and Hogan (2016) provide a troubling contradiction: They offer examples of a broad spectrum of gamification interventions, but they then summarize the entirety of gamification as “the digital equivalent of situational judgment tests.” This mischaracterization grossly oversimplifies a rapidly growing area of research and practice both within and outside of industrial–organizational (I-O) psychology. We agree that situational judgment tests (SJTs) can be considered a type of gamified assessment, and gamification provides a toolkit to make SJTs even more gameful. However, the term gamification refers to a much broader and potentially more impactful set of tools than just SJTs, which are incremental, versatile, and especially valuable to practitioners in an era moving toward business-to-consumer (B2C) assessment models. In this commentary, we contend that gamification is commonly misunderstood and misapplied by I-O psychologists, and our goals are to remedy such misconceptions and to provide a research agenda designed to improve both the science and the practice surrounding gamification of human resource processes.

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Kwon, EunA, and JongGoo Lee. "Validation of Honesty Test using Situational Judgment Test Format." Korean Journal of Industrial and Organizational Psychology 33, no. 4 (2020): 545–69. http://dx.doi.org/10.24230/kjiop.v33i4.545-569.

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The purposes of this research were to develop the Honesty test using situation judgment test format to reduce the possibility of faking good in personality scales and to identify construct validity and concurrent validity of the developed scale. Total 359 employees(male, 46.24%; female, 53.76%) were used in this study. The Honesty test developed in this study consists of 5 to 6 items 6 items for each 4 sub-constructs (i.e., sincerity, fairness, greed avoidance and modesty) of honesty-humility factor in HEXACO model. Confirmatory factor analysis to assess the construct validity of the Honesty test resulted in favorable goodness of fit indexes for the 4-factor model(CFI = .946, TLI = .925, RMSEA = .046). Also, favorable goodness of fit indexes(CFI = .934, TLI = .911, RMSEA = .049) in the higher-order factor analysis showed that the 4 sub-constructs were converged into the single honesty-humility factor. To investigate the possibility of faking good could be reduced in the situational judgment test format compared to the Likert test format in measuring honesty, correlations between the honesty scores in each test format and the scores of faking good were compared. Although the correlations between the humility sub-constructs(i.e., greed avoidance and modesty) and faking good scores were not significantly different depending on the measurement format, the correlations between the honesty sub-constructs(i.e., sincerity and fairness) and faking good scores were significantly low in the situational judgment test format than in the Likert test format. The concurrent validity analyses revealed that the Honesty test using situational judgment test format had significant correlations with Machiavellism personality(r = -.21) and self-control(r = .27). Limitations of the study and directions for future study were discussed.

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Kwon, Euna. "Differences in Effects of Honesty Measurement Methods: Situational Judgment Test Format vs. Likert-type Rating Scale." Korean Society of Culture and Convergence 45, no. 8 (2023): 739–53. http://dx.doi.org/10.33645/cnc.2023.08.45.08.739.

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The purpose of this study was to verify whether honesty, as measured by a situational judgment test format and a Likert-type rating scale, differs in its effect on different criteria. The criteria used in this study were moral disengagement, task performance, context performance, and counterproductive work behavior. Data from 721 employees (male=46.65%, female=53.95%) were used in the analysis. Honesty was measured in two ways: a situational judgment test format and a Likert-type rating scale. The results of the correlation coefficients showed that honesty was more highly correlated with moral disengagement, task performance, and contextual performance when measured by the situational judgment test than when measured by the Likert-type scale. When analyzing the structural equation model, it was found that the overall fit indices of the model were better when honesty was measured in a situational judgment format than when it was measured in a Likert-type scale.

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Whelpley, Christopher, Michael A. McDaniel, and Jeff Weekley. "Situational Judgment Test Validity: A Matter of Approach." Academy of Management Proceedings 2015, no. 1 (2015): 16775. http://dx.doi.org/10.5465/ambpp.2015.16775abstract.

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Mussel, Patrick, Thomas Gatzka, and Johannes Hewig. "Situational Judgment Tests as an Alternative Measure for Personality Assessment." European Journal of Psychological Assessment 34, no. 5 (2018): 328–35. http://dx.doi.org/10.1027/1015-5759/a000346.

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Abstract. Across many domains of applied psychology, personality traits are related to important outcomes such as well-being, psychological disorders, work performance, and academic achievement. However, self-reports, the most common approach to personality assessment, have certain limitations and disadvantages, such as being prone to faking. We investigated whether situational judgment tests, an established assessment technique to predict job performance, might serve as an alternative measure for the assessment of personality. Our results show that a situational judgment test specifically developed to assess narrow personality traits may possess high levels of construct validity. Additionally, our results indicate that the situational judgment was equivalent to a self-report personality measure with regard to predicting a number of theoretically related criteria. We conclude that situational judgment tests may serve as an alternative method for the assessment of personality and discuss potential theoretical and applied drawbacks.

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Neal, Giles E. H., Rebecca C. Oram, and Amanda J. Bacon. "What do students think about the situational judgment test?" Medical Teacher 40, no. 2 (2017): 212–13. http://dx.doi.org/10.1080/0142159x.2017.1386295.

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Oostrom, Janneke K., Reinout E. de Vries, and Mariska de Wit. "Development and validation of a HEXACO situational judgment test." Human Performance 32, no. 1 (2018): 1–29. http://dx.doi.org/10.1080/08959285.2018.1539856.

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Núñez-Pacheco, Rosa, Elizabeth Vidal, Eveling Castro-Gutierrez, Osbaldo Turpo-Gebera, Aymé Barreda-Parra, and Ignacio Aguaded. "Use of a Gamified Platform to Improve Scientific Writing in Engineering Students." Education Sciences 13, no. 12 (2023): 1164. http://dx.doi.org/10.3390/educsci13121164.

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The general purpose of this study was to determine the potential of using a gamified platform in the development of scientific writing skills among engineering students at a Peruvian university. To this end, a gamified web platform named Call for Papers for Engineers was designed. This platform contains mini-games focused on developing reading and writing skills for articles related to the engineering area. A quantitative methodological approach was employed, with a quasi-experimental design involving two groups: an experimental group and a control group, with pre-and post-test measurements. Additionally, the gamified platform was validated through expert judgment, and user satisfaction levels were assessed. The main results indicate that the content developed in the course and the use of the gamified web platform were effective teaching methods, as the students in the experimental group demonstrated higher performance after using the gamified platform compared to the control group. Furthermore, participants in the study expressed satisfaction with the use of this technological resource, finding it motivating and user-friendly.

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Harris, Alexandra M., Lane E. Siedor, Yi Fan, Benjamin Listyg, and Nathan T. Carter. "In Defense of the Situation: An Interactionist Explanation for Performance on Situational Judgment Tests." Industrial and Organizational Psychology 9, no. 1 (2016): 23–28. http://dx.doi.org/10.1017/iop.2015.110.

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Whereas Lievens and Motowidlo (2016) propose a model of situational judgment test (SJT) performance that removes the “situation” in favor of conceptualizing SJTs as a measure of general domain knowledge, we argue that the expression of general domain knowledge is in fact contingent on situational judgment. As we explain, the evidence cited by Lievens and Motowidlo against a situational component does not inherently exclude the importance of situations from SJTs and does overlook the strong support for a person–situation interaction explanation of behavior. Based on the interactionist literature—in particular, the trait activation theory (TAT) and situational strength literatures—we propose a model that both maintains the key pathways and definitions posited by Lievens and Motowidlo and integrates the situational component of SJTs.

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Kwon, EunA, and JongGoo Lee. "Effects of Honesty Test using Situational Judgment Test Format on Task Performance and counterproductive work behavior." Korean Journal of Industrial and Organizational Psychology 34, no. 3 (2021): 541–61. http://dx.doi.org/10.24230/kjiop.v34i3.541-561.

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The purposes of this research were 1) to identify criterion-related validity of the developed Honesty test using situation judgment test format and 2) to test mediating role of moral disengagement process including self-sanction. For these purpose, the situational judgment test measuring sub-constructs (i.e., sincerity, fairness, greed avoidance and modesty) of honesty-humility factor in HEXACO model(Lee & Ashton, 2004) was developed. eria(i.e., counterproductive work behavior, task performance and contextual performance). Total 365 employees(male, N=170, 46.58%; female, N=195, 53.42%) were used in the study. The Honesty test developed in the study included 24 items(i.e., 6 items for each 4 sub-constructs). The criterion-related validity analyses results showed that the Honesty test using situational judgment test format had significant correlations with counterproductive work behavior(r = -.49) and task performance(r = .39). The results of structural equation model revealed that the effects of honesty on counterproductive work behavior was mediated by moral disengagement process and the direct effect of honesty on counterproductive work behavior was also significant. Overall goodness of fit indexes of this model were favorable except for the chi-square value(χ2(32) = 50.44, p = .0202, CFI = .990, TLI = .986, RMSEA = .040). Limitations of the study and directions for future study were discussed.

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Lievens, Filip, Jan Corstjens, Miguel Ángel Sorrel, Francisco José Abad, Julio Olea, and Vicente Ponsoda. "The Cross-cultural Transportability of Situational Judgment Tests: How does a US-based integrity situational judgment test fare in Spain?" International Journal of Selection and Assessment 23, no. 4 (2015): 361–72. http://dx.doi.org/10.1111/ijsa.12120.

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Black, Erik W., Bailey Schrock, Matthew S. Prewett, and Amy V. Blue. "Design of a Situational Judgment Test for Preclinical Interprofessional Collaboration." Academic Medicine 96, no. 7 (2021): 992–96. http://dx.doi.org/10.1097/acm.0000000000004117.

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Martin-Raugh, Michelle P., Cristina Anguiano-Carrsaco, Teresa Jackson, et al. "Effects of Situational Judgment Test Format on Reliability and Validity." International Journal of Testing 18, no. 2 (2018): 135–54. http://dx.doi.org/10.1080/15305058.2018.1428981.

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Männiste, Tõnis, Margus Pedaste, and Roland Schimanski. "Situational judgment test for measuring military tactical decision-making skills." Military Psychology 31, no. 6 (2019): 462–73. http://dx.doi.org/10.1080/08995605.2019.1664366.

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Whetzel, Deborah L., Michael A. McDaniel, and Nhung T. Nguyen. "Subgroup Differences in Situational Judgment Test Performance: A Meta-Analysis." Human Performance 21, no. 3 (2008): 291–309. http://dx.doi.org/10.1080/08959280802137820.

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Nguyen, Nhung T., Michael D. Biderman, and Michael A. McDaniel. "Effects of Response Instructions on Faking a Situational Judgment Test." International Journal of Selection and Assessment 13, no. 4 (2005): 250–60. http://dx.doi.org/10.1111/j.1468-2389.2005.00322.x.

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Lievens, Filip, and Helga Peeters. "Impact of Elaboration on Responding to Situational Judgment Test Items." International Journal of Selection and Assessment 16, no. 4 (2008): 345–55. http://dx.doi.org/10.1111/j.1468-2389.2008.00440.x.

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Jesiek, Brent K., Sang Eun Woo, Scott Parrigon, and Caitlin M. Porter. "Development of a situational judgment test for global engineering competency." Journal of Engineering Education 109, no. 3 (2020): 470–90. http://dx.doi.org/10.1002/jee.20325.

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Feng, Rui, Varun Subramaniam, J. D. Mocco, Christopher P. Kellner, and Raj K. Shrivastava. "422 Utilizing Situational Judgment Test in Neurosurgery Residency Online Interviews." Neurosurgery 69, Supplement_1 (2023): 82–83. http://dx.doi.org/10.1227/neu.0000000000002375_422.

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Indrawati, Cicilia Dyah Sulistyaningrum, Sigit Permansah, Patni Ninghardjanti, Anton Subarno, Winarno Winarno, and Dede Rusmana. "Situational judgment test measures administrator computational thinking with factor analysis." International Journal of Electrical and Computer Engineering (IJECE) 14, no. 2 (2024): 2088. http://dx.doi.org/10.11591/ijece.v14i2.pp2088-2099.

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Computational thinking skills (CTS) play a crucial role across diverse domains, involving a thinking process that allows the execution of solutions by information processing agents. Measuring the level of CTS becomes essential to ensure that administrators effectively leverage technology. However, finding suitable instruments to measure and justify CTS levels in administration can be challenging. The selection of situational judgement test (SJT) is supported by its validity and reliability in assessing attributes, including professionalism. The instrument’s development includes face validity, discriminant validity (using Pearson correlation and Cronbach’s alpha), and exploratory factor analysis (EFA). The study involved 111 undergraduate administration students from various Indonesian universities, and data were collected in 2023. Following a discriminant validity analysis, ten items were eliminated, while 23 met the criteria with p0.185. Subsequently, EFA yielded 16 items forming seven components, covering algorithmic thinking, problem-solving, technology literacy, problem abstraction, problem reformulation, data management in administration technology, and administrative data presentation with loading factor variations (0.421-0.868). The final instrument, consisting of 16 valid items and seven components, effectively evaluates the level of administrator computational thinking skills (ACTS) among administration students.

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Cox, Cody Brent, Laura G. Barron, William Davis, and Bernardo de la Garza. "Using situational judgment tests (SJTs) in training." Personnel Review 46, no. 1 (2017): 36–45. http://dx.doi.org/10.1108/pr-05-2015-0137.

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Purpose Situational judgment tests (SJTs) are widely used in personnel selection but have not been empirically explored as methods of training design. The purpose of this paper is to evaluate SJT-based training as a workplace training design method which utilizes active learning and structured feedback to enhance learning of both procedural and declarative knowledge. Design/methodology/approach Volunteers (n=416) were randomly assigned to full-length lecture-based training or abbreviated lecture-based training followed by 15 minutes of SJT-based training. Knowledge of training content was assessed at pre-test and three weeks after training. Findings SJT-based trainees showed greater improvement on declarative and procedural knowledge than those in traditional training. Research limitations/implications The results indicate that integrating the SJT methodology into training delivery may lead to greater mastery of declarative and procedural knowledge relative to exclusive use of lecture-based training methods. Practical implications Findings suggest that the relatively inexpensive, low-fidelity scenario-based training methodology the authors detail may increase retention of training material compared to more traditional training methods. Originality/value This is the first study to incorporate SJT methodology into the design of training content and to demonstrate that such content can produce greater retention of both declarative and procedural content.

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Schuster, David. "The Relationship between Conceptual Understanding and Performance." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 53, no. 26 (2009): 1908–12. http://dx.doi.org/10.1177/154193120905302605.

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An operator's understanding of a threatening event within a system was investigated to determine if understanding was predictive of successful operation. Using the domain of driving, we hypothesized that participants who performed higher on a written measure of situational judgment would also attend to and categorize threats better in a card-sort activity. Results indicated that participants who were able to classify threats in a guided card sort performed better on the situational judgment test than those who classified threats poorly. The results suggest that a relationship exists between conceptual understanding of threats in a system and safer operation.

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Sharma, Sudeep, Mugdha Gangopadhyay, Elizabeth Austin, and Manas K. Mandal. "Development and Validation of a Situational Judgment Test of Emotional Intelligence." International Journal of Selection and Assessment 21, no. 1 (2013): 57–73. http://dx.doi.org/10.1111/ijsa.12017.

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Becker, Thomas E. "Development and Validation of a Situational Judgment Test of Employee Integrity." International Journal of Selection and Assessment 13, no. 3 (2005): 225–32. http://dx.doi.org/10.1111/j.1468-2389.2005.00319.x.

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McDaniel, Michael A., and Deborah L. Whetzel. "Situational judgment test research: Informing the debate on practical intelligence theory." Intelligence 33, no. 5 (2005): 515–25. http://dx.doi.org/10.1016/j.intell.2005.02.001.

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Dalessio, Anthony T. "predicting insurance agent turnover using a video-based situational judgment test." Journal of Business and Psychology 9, no. 1 (1994): 23–32. http://dx.doi.org/10.1007/bf02230984.

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Ballejos, Marlene P., Christina Cestone, H. Liesel Copeland, Dana M. Dunleavy, Thomas Geiger, and Dimple Patel. "Predicting Medical Student Performance With a Situational Judgment Test in Admissions." Academic Medicine 99, no. 2 (2023): 175–82. http://dx.doi.org/10.1097/acm.0000000000005516.

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Abstract Purpose To explore correlations between AAMC situational judgment test (SJT) scores, other admissions data, and learners’ medical school performance. Method First- and second-year medical students from 8 U.S. MD-granting medical schools completed a prototype version of the AAMC SJT in 2017. Outcomes included research-only faculty ratings of student performance, final course grades, and faculty evaluations of student performance, 2017–2018 and 2018–2019 academic years. Bivariate correlations were used to investigate the relationship between SJT scores and student performance outcomes and hierarchical regressions to investigate whether SJT scores provided incremental validity over MCAT total scores and cumulative undergraduate grade point averages (UGPAs) for predicting student performance outcomes. Results In general, there were small positive correlations with research-only faculty ratings from the first year of medical school, with the highest for social skills/service orientation (r corrected = .33, P < .05). Correlations were higher, with the highest for social skills/service orientation and cultural competence (r corrected = .33 and .36, respectively, P < .05) in the second year in medical school. SJT scores improved prediction of research-only faculty ratings over MCAT total scores and UGPAs for reliability and dependability/capacity for improvement, cultural competence, social skills/service orientation, and the overall composite score in the first year and for resilience and adaptability, social skills/service orientation, cultural competence, and the overall composite score in the second year. SJT scores demonstrated small correlations with course grades (r sample-weighted = .10, P = ns) and faculty evaluations related to professionalism skills (r sample-weighted = .14, P < .05); however, MCAT total scores explained most of the variance associated with course outcomes. Conclusions These studies provide initial evidence that SJT scores may add value to the medical school admissions process because scores were related to faculty ratings of professional behaviors and provided unique information relative to MCAT scores and UGPAs.

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Pundt, Alexander. "Leadership Style Assessment (LSA)." Zeitschrift für Arbeits- und Organisationspsychologie A&O 61, no. 3 (2017): 152–58. http://dx.doi.org/10.1026/0932-4089/a000245.

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Zusammenfassung. Das Leadership Style Assessment (LSA) ist ein Situational Judgment Test zur Erfassung transformationaler und transaktionaler Führung. Es richtet sich an Führungskräfte und Personalentwickler und kann vor allem im Kontext der Führungskräfteentwicklung zum Einsatz kommen.

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Tasa, Kevin, and Marie-Helene Elizabeth Budworth. "Measuring Negotiation-Specific Knowledge: Development and Validation of a Situational Judgment Test." Academy of Management Proceedings 2017, no. 1 (2017): 14005. http://dx.doi.org/10.5465/ambpp.2017.14005abstract.

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Khukhlaev, O. E., O. S. Pavlova, E. R. Khakimov, et al. "Measuring Intercultural Competence in Teachers: Development and Evaluation of Situational Judgment Test." Психологическая наука и образование 26, no. 6 (2021): 46–57. http://dx.doi.org/10.17759/pse.2021260603.

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The article describes the development and testing of the SJT-ICC situational judgment test designed to measure intercultural competence of a teacher in the form of behavioral preferences in the professional field of interaction with students and their parents. This approach makes it possible to assess behavioral aspects of intercultural competence in a particular professional area more effectively than survey methods. The SJT-ICC consists of 18 cases from pedagogical practice and four possible behavioral options for the teachers, from which the subject must choose the most appropriate one. These situations were prepared on the basis of qualitative research in the format of in-depth interviews centered around difficult, critical situations that a teacher encounters when working with children and par¬ents from other cultures (n=53). The assessment of the intercultural competence of the answer options was made on the basis of an expert survey of 23 special-ists.1367 teachers took part in the research to validate and check the consisten¬cy of the SJT-ICC. The outcome of the categorical principal component analysis (CatPCA) was a one-scale structure of the SJT-ICC which was confirmed by the confirmatory factor analysis. The relationship between the results of the SJT-ICC and the scales used for validation is predictable: intercultural competence is associated with indicators of professional success of a teacher working with students of other cultures. It is concluded that the SJT-ICC can be effectively used to assess the prerequisites for intercultural success among Russian teachers.

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Golubovich, Juliya, Jacob Seybert, Michelle Martin-Raugh, Bobby Naemi, Ronald P. Vega, and Richard D. Roberts. "Assessing Perceptions of Interpersonal Behavior with a Video-Based Situational Judgment Test." International Journal of Testing 17, no. 3 (2016): 191–209. http://dx.doi.org/10.1080/15305058.2016.1194275.

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Herde, Christoph N., Filip Lievens, Duncan J. R. Jackson, Ali Shalfrooshan, and Philip L. Roth. "Subgroup differences in situational judgment test scores: Evidence from large applicant samples." International Journal of Selection and Assessment 28, no. 1 (2019): 45–54. http://dx.doi.org/10.1111/ijsa.12269.

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BLEDOW, RONALD, and MICHAEL FRESE. "A SITUATIONAL JUDGMENT TEST OF PERSONAL INITIATIVE AND ITS RELATIONSHIP TO PERFORMANCE." Personnel Psychology 62, no. 2 (2009): 229–58. http://dx.doi.org/10.1111/j.1744-6570.2009.01137.x.

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Rosman, Tom, Anne-Kathrin Mayer, and Günter Krampen. "Measuring Psychology Students’ Information-Seeking Skills in a Situational Judgment Test Format." European Journal of Psychological Assessment 32, no. 3 (2016): 220–29. http://dx.doi.org/10.1027/1015-5759/a000239.

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Abstract. Three studies were conducted to develop a test for academic information-seeking skills in psychology students that measures both procedural and declarative aspects of the concept. A skill decomposition breaking down information-seeking into 10 sub skills was used to create a situational judgment test with 22 items. A scoring key was developed based on expert ratings (N = 14). Subsequently, the test was administered to two samples of N = 78 and N = 81 psychology students. Within the first sample, the scale reached an internal consistency (Cronbach’s Alpha) of α = .75. Scale validity was investigated with data from the second sample. High correlations between the scale and two different information search tasks (r = .42 to .64; p < .001) as well as a declarative information literacy test (r = .51; p < .001) were found. The findings are discussed with regard to their implications for research and practice.

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de Meijer, Lonneke A. L., Marise Ph Born, Jaap van Zielst, and Henk T. van der Molen. "Construct-Driven Development of a Video-Based Situational Judgment Test for Integrity." European Psychologist 15, no. 3 (2010): 229–36. http://dx.doi.org/10.1027/1016-9040/a000027.

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In a field study conducted in a multi-ethnic selection setting at the Dutch police, we examined the construct validity of a video-based situational judgment test (SJT) aimed to measure the construct of integrity. Integrity is of central importance to productive work performance of police officers. We used a sample of police applicants, which consisted of a Dutch ethnic majority group and an ethnic minority group. The ethnic minority applicants came from one of the four largest ethnic minority groups in The Netherlands, namely groups with a Dutch Antillean, a Moroccan, a Surinamese, or a Turkish background. A critical issue is the often-found construct-heterogeneity of SJTs. However, we found that a construct-driven approach may be fruitful in the development of SJTs aiming to measure one single construct. Confirming our expectations, we found support for the construct validity of the SJT intended to measure the construct of integrity. These results held across ethnic majority and ethnic minority applicants. Therefore, the SJT is a promising test for personnel selection in a multi-ethnic setting.

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Libbrecht, Nele, and Filip Lievens. "Validity evidence for the situational judgment test paradigm in emotional intelligence measurement." International Journal of Psychology 47, no. 6 (2012): 438–47. http://dx.doi.org/10.1080/00207594.2012.682063.

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Motowidlo, Stephan J., Kamalika Ghosh, Anjelica M. Mendoza, Ashley E. Buchanan, and Mikal N. Lerma. "A context-independent situational judgment test to measure prosocial implicit trait policy." Human Performance 29, no. 4 (2016): 331–46. http://dx.doi.org/10.1080/08959285.2016.1165227.

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McDaniel, Michael A., Sheila K. List, and Sven Kepes. "The “Hot Mess” of Situational Judgment Test Construct Validity and Other Issues." Industrial and Organizational Psychology 9, no. 1 (2016): 47–51. http://dx.doi.org/10.1017/iop.2015.115.

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The construct validity of situational judgment tests (SJTs) is a “hot mess.” The suggestions of Lievens and Motowidlo (2016) concerning a strategy to make the constructs assessed by an SJT more “clear and explicit” (p. 5) are worthy of serious consideration. In this commentary, we highlight two challenges that will likely need to be addressed before one can develop SJTs with clear and explicit constructs. We also offer critiques of four positions presented by Lievens and Motowidlo that are not well supported by evidence.

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Motowidlo, Stephan J., Amy E. Crook, Harrison J. Kell, and Bobby Naemi. "Measuring Procedural Knowledge More Simply with a Single-Response Situational Judgment Test." Journal of Business and Psychology 24, no. 3 (2009): 281–88. http://dx.doi.org/10.1007/s10869-009-9106-4.

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Blair, Carrie A., Brian J. Hoffman, and Robert T. Ladd. "Assessment centers vs situational judgment tests: longitudinal predictors of success." Leadership & Organization Development Journal 37, no. 7 (2016): 899–911. http://dx.doi.org/10.1108/lodj-12-2014-0235.

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Purpose The purpose of this paper is to provide an empirical comparison of a high-fidelity managerial simulation, assessment center (AC) ratings, to that of a lower fidelity managerial simulation, a video situational judgment test (SJT) in the prediction of manager career success. Design/methodology/approach Archival data were collected from a large utility company. A measure of general mental ability (GMA), an SJT, and an AC were examined as predictors of career success as measured by increases in salary. Findings The AC and the video SJT used in this study appeared to assess different constructs, extending previous findings that ACs and written SJTs measure distinct constructs. Furthermore, the AC dimensions and the SJT remained valid predictors of salary over a six year span following the test administration. In addition, the AC explained significant incremental variance beyond GMA and SJTs in career success six years after the assessment. Research limitations/implications The SJTs and AC used in this study are similar in psychological fidelity, yet the ACs remained a more valid predictor over time. The recommendation is that lower fidelity simulations should not be used as prerequisites for higher fidelity simulations. Practical implications The results lend general support to the value of high-fidelity instruments in predicting longitudinal success. Originality/value The paper offers a comparison of the validity of ACs and video SJTs.

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van der Linden, Dimitri, Janneke K. Oostrom, Marise Ph Born, Henk T. Van der Molen, and Alec W. Serlie. "Knowing What to Do in Social Situations." Journal of Personnel Psychology 13, no. 2 (2014): 107–15. http://dx.doi.org/10.1027/1866-5888/a000113.

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Two studies examined the general factor of personality (GFP) in relationship to performance on video-based situational tests measuring social knowledge and skills. Study 1 (N = 180 candidates of an assessment center) showed that high-GFP individuals were better able to indicate the appropriate social behavior in a situational judgment test. Moreover, in that study, high-GFP participants were also rated higher by others on leadership skills. Study 2 (N = 153 psychology students) showed that the GFP was related to actual display of social behavior in a situational webcam test. In both studies, high-GFP individuals reported more leadership experience in organizations. These findings support the idea of the GFP as a substantive personality factor that may also be relevant for personnel selection.

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Mumford, Troy V., Chad H. Van Iddekinge, Frederick P. Morgeson, and Michael A. Campion. "The Team Role Test: Development and validation of a team role knowledge situational judgment test." Journal of Applied Psychology 93, no. 2 (2008): 250–67. http://dx.doi.org/10.1037/0021-9010.93.2.250.

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MUMFORD, TROY V., CHAD H. VAN, MICHAEL A. CAMPION, and FREDERICK P. MORGESON. "THE TEAM ROLE TEST: DEVELOPMENT AND VALIDATION OF A TEAM ROLE KNOWLEDGE SITUATIONAL JUDGMENT TEST." Academy of Management Proceedings 2007, no. 1 (2007): 1–6. http://dx.doi.org/10.5465/ambpp.2007.26530939.

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Rafique, Amna, and Dr Saima Ghazal. "Content Validation of a Situational Judgment Test of Manager’s Integrity: A Qualitative Approach." Journal of Professional & Applied Psychology 3, no. 2 (2022): 306–18. http://dx.doi.org/10.52053/jpap.v3i2.113.

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Leader’s integrity appears to be a significant predictor of their effectiveness (Moorman et al., 2012), however, little empirical evidence has been found to address this relationship. It may be due, partly, to unavailability of sound assessment tools in this area. Current research describes development and content validation of a situational judgement test to assess manager’s integrity that will have potential benefits over existing unidimensional and Likert-type perceptual measures (Becker, 2005; Craig & Gustafson, 1998; Mills & Boardley, 2017). Ten managers and 7 subordinates from multinational organizations were interviewd for generating context specific siatuations and associated responses. Initially, 31 situations and associated 6-7 responses were extracted from interviews. Two independent rounds of subject matter experts (SMEs) reviews resulted in 22 situations and 3-5 associated responses. Finally, 16 situations and 3-5 associated responses were retained after calculating item content validity index (I-CVI) and scale validity index (S-CVI). The resulting test, labeled the manager’s integrity-SJT, displayed high content validity. Thus, present study advances research in the field of leadership by developing a situational judgements test for assessing manager’s integrity towards their subordinates that is pertinent predictor of leadership effectiveness (Moorman, et al., 2012).

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Wolcott, Michael D., Nikki G. Lobczowski, Jacqueline M. Zeeman, and Jacqueline E. McLaughlin. "Exploring the Role of Item Scenario Features on Situational Judgment Test Response Selections." American Journal of Pharmaceutical Education 85, no. 6 (2021): 8546. http://dx.doi.org/10.5688/ajpe8546.

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Golubovich, Juliya, Christopher J. Lake, Cristina Anguiano-Carrasco, and Jacob Seybert. "Measuring Achievement Striving via a Situational Judgment Test: The Value of Additional Context." Revista de Psicología del Trabajo y de las Organizaciones 36, no. 2 (2020): 157–68. http://dx.doi.org/10.5093/jwop2020a15.

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