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Judgment Tests (judgment + test)

Distribution by Scientific Domains

Psychology	50%

Kinds of Judgment Tests

situational judgment test

Selected Abstracts

A SITUATIONAL JUDGMENT TEST OF PERSONAL INITIATIVE AND ITS RELATIONSHIP TO PERFORMANCE

PERSONNEL PSYCHOLOGY, Issue 2 2009
RONALD BLEDOW
Although situational judgment tests have been found to be valid predictors of performance, they have rarely been used to measure particular constructs. In this study, we apply the situational judgment test method to the measurement of personal initiative, a construct defined as situated action. We used respondents' situated preferences in mental simulations of work scenarios as formative indicators of their overall level of personal initiative at work. Results from a validation study showed that the situational judgment test of personal initiative (SJT-PI) had adequate validity and complemented a Likert-type self-report measure of personal initiative in predicting behavioral criteria. Situated preferences for personal initiative were hypothesized to be proximal predictors of actual behavior and were accordingly found to mediate the relationship between generalized self-efficacy, felt responsibility, and actual behavior. Furthermore, situated preferences for personal initiative could be differentiated empirically from organizational citizenship behavior. We conclude that situational judgment tests are a promising method for measuring personal initiative and may be a general means of improving the validity of measurement in organizations. [source]

SITUATIONAL JUDGMENT TESTS, RESPONSE INSTRUCTIONS, AND VALIDITY: A META-ANALYSIS

PERSONNEL PSYCHOLOGY, Issue 1 2007
MICHAEL A. McDANIEL
Situational judgment tests (SJTs) are personnel selection instruments that present job applicants with work-related situations and possible responses to the situations. There are typically 2 types of instructions: behavioral tendency and knowledge. Behavioral tendency instructions ask respondents to identify how they would likely behave in a given situation. Knowledge instructions ask respondents to evaluate the effectiveness of possible responses to a given situation. Results showed that response instructions influenced the constructs measured by the tests. Tests with knowledge instructions had higher correlations with cognitive ability. Tests with behavioral tendency instructions showed higher correlations with personality constructs. Results also showed that response instructions had little moderating effect on criterion-related validity. Supplemental analyses showed that the moderating effect of response instructions on construct validity was not due to systematic differences in item content. SJTs have incremental validity over cognitive ability, the Big 5, and over a composite of cognitive ability and the Big 5. [source]

The Criterion-Related Validities and Perceived Fairness of the Situational Interview and the Situational Judgment Test in an Iranian Organisation

APPLIED PSYCHOLOGY, Issue 1 2010
Sara Banki
The criterion-related validity coefficients of a situational interview (SI) and a situational judgment test (SJT) were investigated in a sales department of a government-owned automobile company in Iran. Both the SI and SJT had concurrent validity with job performance (n= 101, r= .28, r= .23, p < .05, respectively). Only the SI, however, had incremental validity over and above the SJT in predicting job performance. Furthermore, the SI fully mediated the relationship between SJT and job performance. The two methods did not differ significantly on employee motivation to perform well, perceived fairness, or test anxiety. Nevertheless, employees recommended the use of the SI over the SJT. Les coefficients de validité critérielle d'un entretien situationnel (SI) et d'un test de jugement situationnel (SJT) ont été calculés dans le service commercial d'une entreprise publique iranienne du secteur automobile. SI et SJT présentent tous les deux une validité concurrente avec la performance professionnelle (pour N = 101, r = .28 et .23 respectivement; sign. à .05). Toutefois, seul le SI bénéficie d'une validité incrémentielle par rapport au SJT dans la prédiction de la performance professionnelle. En outre, le SI contrôle totalement la relation entre le SJT et le critère. Les deux méthodes ne diffèrent pas significativement dans l'évaluation de la motivation au travail, de l'équité perçue ou de l'anxiété. Néanmoins les salariés préféraient le SI au SJT. [source]

Incremental Validity of Situational Judgment Tests for Task and Contextual Job Performance

INTERNATIONAL JOURNAL OF SELECTION AND ASSESSMENT, Issue 1 2007
Matthew S. O'Connell
This paper has three goals. First, it responds to calls for additional research on subgroup differences in situational judgment tests. Second, it expands the cumulative knowledge on the incremental validity of situational judgment tests beyond cognitive ability and personality. Third, it examines the validity and incremental validity of various predictors for both task and contextual performance. [source]

Scoring Situational Judgment Tests: Once You Get the Data, Your Troubles Begin

INTERNATIONAL JOURNAL OF SELECTION AND ASSESSMENT, Issue 3 2006
Mindy E. Bergman
Although situational judgment tests (SJTs) have been in use for decades, consensus has not been reached on the best way to score these assessments or others (e.g., biodata) whose items do not have a single demonstrably correct answer. The purpose of this paper is to review and to demonstrate the scoring strategies that have been described in the literature. Implementation and relative merits of these strategies are described. Then, several of these methods are applied to create 11 different keys for a video-based SJT in order to demonstrate how to evaluate the quality of keys. Implications of scoring SJTs for theory and practice are discussed. [source]

Learner Accuracy and Learner Performance: The Quest for a Link

FOREIGN LANGUAGE ANNALS, Issue 2 2000
Janet M. Renou
Specifically, we examined learner performance in carrying out three steps of a written and oral grammatically judgment test. First, subjects' ability to identify and correct an error, and to provide the rule, which the correction entailed, was examined according to group membership (communicative or grammar), types of errors, and mode of presentation. In a second phase of the analysis, judgment ability was compared with specific aspects of L2 proficiency. Results show significant differences between the groups in their ability to provide the rule that the correction entailed. Furthermore, significant differences in judgment ability were found depending on whether the item was presented in the written or oral mode. Generally, little difference was found in levels of L2 proficiency between subjects who could correct the error and provide the rule in comparison with those who were only able to correct the error. [source]

The Role of Cognitive Ability in Self-Efficacy and Self-Assessed Test Performance,

JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 4 2008
Donald M. Truxillo
Research has shown that test takers are often unable to assess their own test performance accurately. However, the role of cognitive ability in assessing one's test performance has not been explored. We examined whether high cognitive ability participants were better than low cognitive ability participants in assessing their performance on a video-based situational judgment test (SJT) of customer-service skills. Results indicated a strong relationship between actual and perceived SJT performance for high cognitive ability participants, but no relationship for those low in cognitive ability. The discussion focuses on implications for metacognitive theory, test perceptions, and providing feedback to applicants. [source]

A SITUATIONAL JUDGMENT TEST OF PERSONAL INITIATIVE AND ITS RELATIONSHIP TO PERFORMANCE

The Criterion-Related Validities and Perceived Fairness of the Situational Interview and the Situational Judgment Test in an Iranian Organisation

Acquisition of Spanish Gender Agreement in Two Learning Contexts: Study Abroad and At Home

FOREIGN LANGUAGE ANNALS, Issue 2 2010
Christina Isabelli-García
Abstract: The goal of this study is to describe the acquisition rate for gender acquisition in Spanish and to show whether individual variability and language contact may affect this rate. The participants were intermediate second language Spanish (first language English) learners in the study abroad and at-home contexts over a 4-month period. The participants received grammaticality judgment tests coded for morphological class of the modified noun as well as attributive and predicative adjectives. Data were also collected on social behavior and language contact in Spanish and English in order to explain data outcome. The findings suggest that no difference exists between the two learning contexts and that social behavior and language contact abroad have minimal influence on acquisition rate. [source]

Impact of Elaboration on Responding to Situational Judgment Test Items

INTERNATIONAL JOURNAL OF SELECTION AND ASSESSMENT, Issue 4 2008
Filip Lievens
Although faking has been identified as a potential problem in situational judgment tests (SJTs), no studies have investigated proactive approaches for controlling faking in SJTs. Therefore, this study examined the impact of elaboration on responding to SJT items. Elaboration was operationalized as reason-giving. Two hundred and forty-seven master students were assigned to either an honest or a fake condition, and to a non-elaboration or an elaboration condition. Results showed that elaboration decreased the effect of faking for items with high familiarity. Elaboration on familiar items also decreased the percentage of fakers in the top of the distribution. Next, participants in the elaboration condition rated the SJT significantly higher in terms of allowing them to present themselves more realistically and to demonstrate their knowledge, skills, and abilities. Finally, there were no significant differences in participants' satisfaction with the SJT across the elaboration and non-elaboration condition. [source]

Incremental Validity of Situational Judgment Tests for Task and Contextual Job Performance

Scoring Situational Judgment Tests: Once You Get the Data, Your Troubles Begin

Applicant and Recruiter Reactions to New Technology in Selection: A Critical Review and Agenda for Future Research

INTERNATIONAL JOURNAL OF SELECTION AND ASSESSMENT, Issue 2-3 2003
Neil AndersonArticle first published online: 30 JUL 200
This paper presents a narrative review of recent research into applicant and recruiter reactions to new technology in employee selection. Different aspects of the use of new technology are noted including computer-based testing, Internet-based recruitment and candidate assessment, telephone-based and video-based interviews, video-based situational judgment tests, and virtual reality scenarios. It is argued that an appropriate way to conceptualize these advances is as ,technical innovations' as defined in the creativity and innovation research in Industrial, Work, and Organizational (IWO) psychology. Applicant reactions research is reviewed thematically, and studies into three main themes are discussed: Applicant preferences and reactions, equivalence, and adverse impact. Following Bartram (2001), an amphibian-monarchistic analogy is employed at several stages in the review. Four major criticisms of the extant applicant reactions research base are noted: its atheoretical orientation, a short-termist concentration upon reactions level outcomes, an over-reliance on students as surrogates, and a patchiness of coverage of crucial research questions. The second part of this paper explores neglected issues of recruiter adoption of new technology for employee selection. Again drawing from advances in the innovation and creativity literatures, this section explores likely antecedent factors at the individual and organizational levels of analysis. A general model of recruiter adoption of new technology is posited as a framework for future research in this area. For both applicant and recruiter reactions further research is called for and implications for practice are noted throughout. [source]