University of Tübingen, Hector Research Institute of Education Sciences and Psychology, Germany.
Department of Education, University of York, UK.
Br J Educ Psychol. 2021 Sep;91(3):1015-1034. doi: 10.1111/bjep.12405. Epub 2021 Jan 26.
Situational judgement tests (SJTs) measure non-cognitive attributes and have recently drawn attention as a selection method for initial teacher education programmes. To date, very little is known about adverse impact in teacher selection SJT performance.
This study aimed to shed light on adverse effects of gender, ethnicity, and socio-economic status (SES) on SJT scores, by exploring both main effects and interactions, and considering both overall SJT performance and separate SJT domain scores (mindset, emotion regulation, and conscientiousness).
A total of 2,808 prospective teachers from the United Kingdom completed the SJTs as part of the initial stage of selection into a teacher education programme.
In addition to SJT scores, the variables gender (female vs. male), ethnicity (majority group vs. minority group), and home SES background (higher SES status vs. lower SES status) were used in the analyses. Regression models and moderated regression models were employed.
Results from the regression models revealed that gender effects (females scoring higher than males) were restricted to emotion regulation, while ethnicity effects (ethnic majority group members scoring higher than ethnic minority group members) emerged for SJT overall scores and all three domains. Moderated regression modelling results furthermore showed significant interactions (gender and ethnicity) for SJT overall scores and two domains. Considering the importance of reducing subgroup differences in selection test scores to ensure equal access to teacher education, this study's findings are a critical contribution. The partially differentiated results for overall vs. domain-specific scores point towards the promise of applying a domain-level perspective in research on teacher selection SJTs.
情境判断测试（SJTs）衡量非认知属性，最近作为初始教师教育计划的选拔方法引起了关注。迄今为止，人们对教师选拔 SJT 表现中的不利影响知之甚少。
本研究旨在通过探索主效应和交互作用，同时考虑整体 SJT 表现和单独的 SJT 领域分数（思维模式、情绪调节和尽责性），阐明性别、族裔和社会经济地位（SES）对 SJT 分数的不利影响。
共有 2808 名来自英国的 prospective 教师作为教师教育计划初始阶段选拔的一部分完成了 SJTs。
除了 SJT 分数外，还使用了性别（女性与男性）、族裔（多数群体与少数群体）和家庭 SES 背景（较高 SES 地位与较低 SES 地位）等变量进行分析。采用回归模型和调节回归模型。
回归模型的结果表明，性别效应（女性得分高于男性）仅限于情绪调节，而族裔效应（族裔多数群体成员得分高于族裔少数群体成员）则出现在 SJT 总分和所有三个领域。调节回归模型的结果进一步表明，SJT 总分和两个领域存在显著的交互作用（性别和族裔）。考虑到减少选拔测试分数中亚组差异以确保平等进入教师教育的重要性，本研究的发现是一个重要贡献。整体与特定领域分数的部分差异化结果表明，在教师选拔 SJT 的研究中应用领域水平视角具有前景。
