Using video- and text-based situational judgement tests for teacher selection: a quasi-experiment exploring the relations between test format, subgroup differences, and applicant reactions

Abstract

ABSTRACT The present study examines whether video-based situational judgement test (SJT) formats provide benefits over “traditional” text-based SJTs. Focusing on three SJT conditions – two video-based conditions (with and without text), and a text-based condition – we investigated mean differences in applicant reactions and SJT scores, subgroup differences (ethnicity and gender), and relations between SJT scores and applicant reactions. Using a quasi-experimental design, 290 prospective teachers (56.6% female) were randomly assigned to one of the three SJT conditions. SJT scores did not significantly differ between conditions, but both video-based formats were perceived as more engaging than the text-based format. Results from a multigroup path model indicated that there were statistically significant gender effects for the text-based condition (females outperforming males), but not for the two video-based conditions. However, ethnicity effects (members from majority groups outperforming members from minority groups) occurred in all conditions. Differentiated patterns of relations were found between applicant reactions and SJT performance, with engagement statistically significantly predicting SJT performance in the video without text condition. Implications for future research and teacher selection practice are discussed.