Work Psychology Group, Derby, United Kingdom.
Monash University, Parkville Victoria, Australia.
Am J Pharm Educ. 2019 Dec;83(10):7074. doi: 10.5688/ajpe7074.
To design, implement, and psychometrically evaluate a situational judgement test (SJT) to use as a formative assessment of pharmacy students' non-academic skills in an Australian-based university. An SJT was developed using a previously validated design process including involvement of subject matter experts. The first phase included design of a blueprint through stakeholder consultation and the development of bespoke attribute definitions and a tool specification. Following on from this, SJT items were developed through subject matter expert interviews and in-depth review process. Students (702) from four different cohorts (first through fourth years) of a Bachelor of Pharmacy degree program completed the situational judgment test. Data from 648 students was eligible for inclusion in the analysis. The SJT demonstrated good reliability, appropriateness for use (difficulty and quality), fairness, and face validity. The variability in students' scores suggested that the SJT may be a useful metric to identify students most in need of additional support. Evaluation of the SJT demonstrated that the tool was valid, reliable, fair and appropriate to use as a formative assessment. Through implementing an SJT such as this, pharmacy students are provided the opportunity to receive feedback on their non-academic skills and consider how to approach challenging or unfamiliar situations before entering the profession.
设计、实施并对心理测量学评估一种情境判断测验（SJT），以作为澳大利亚一所大学药学学生非学术技能的形成性评估。使用先前经过验证的设计过程（包括涉及主题专家）开发了 SJT。第一阶段包括通过利益相关者协商制定蓝图，以及制定定制属性定义和工具规范。在此基础上，通过主题专家访谈和深入审查过程开发 SJT 项目。来自药学学士课程四个不同队列（一年级到四年级）的 702 名学生完成了情境判断测试。来自 648 名学生的数据符合纳入分析的条件。SJT 表现出良好的可靠性、适用性（难度和质量）、公平性和表面有效性。学生分数的可变性表明，SJT 可能是一种有用的指标，可以识别最需要额外支持的学生。SJT 的评估表明，该工具是有效、可靠、公平和适合用作形成性评估。通过实施这样的 SJT，药学学生有机会获得有关他们非学术技能的反馈，并考虑在进入该行业之前如何处理具有挑战性或不熟悉的情况。
