Exploring the reliability and validity of multiple mini-interviews in admission to teacher education

Abstract

ABSTRACT This study addressed the need to explore the reliability and validity of the recently renewed aptitude test based on the multiple mini-interview (MMI) format in Finnish teacher education programmes. Utilising a nationwide dataset (N = 3306), we explored the reliability of the format using intraclass correlations and multilevel modelling. Furthermore, we validated the intended structure of the MMI with confirmatory factor analysis and contrasted the scores of the MMI with other admission scores, i.e. cognitive measures. The results showed mostly small effects of clustering of the applicants according to the different interviewers and circuits. The largest variance component for the MMI total score was the applicant (73.3%), followed by measurement error (15.09%). The intended structure was validated, and the MMI seemed to measure different attributes from other admission measures. Thus, the study demonstrated satisfactory reliability and validity of MMI in admission to teacher education, yet the stations need further development.