Situational judgment tests: A review of recent research
By Filip Lievens, Helga Peeters, Eveline Schollaert. 2008
297 citations recorded by the source corpus.
Purpose – The purpose of this paper is to give an empirically‐based review of the strengths and weaknesses of situational judgment tests (SJTs).Design/methodology/approach – The features, history, and development of SJTs are discussed. Next, a computerized search (from 1990‐2007) is conducted to retrieve empirical studies related to SJTs. The effectiveness of SJTs is discussed in terms of reliability, criterion‐related validity, incremental validity, construct‐related validity, utility, adverse impact, applicant perceptions, fakability, and susceptibility to practice and coaching effects.Findings – Strengths of SJTs are that they show criterion‐related validity and incremental validity above cognitive ability and personality tests. SJTs have also less adverse impact towards minorities (especially if the cognitive loading of the SJT is low). Furthermore, applicant reactions towards SJTs are positive and SJTs enable to test large applicant groups at once (through the Internet). In terms of weaknesses, SJTs ...
Subfields: Organizational Behavior and Human Resource Management, Public Health, Environmental and Occupational Health, Surgery
View Paper: https://www.semanticscholar.org/paper/8c8d280b442f1aaaf8dfb00c0603c0121875c8a2
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In Organizational Behavior and Human Resource Management
- William I. MacKenzie
- Robert E. Ployhart
- L. Kim
- C. MacCann
- M. C. Campion
- Michael S. Cole
- Claire S. Johnston
In Public Health, Environmental and Occupational Health
In Surgery
Citations in the corpus
- The State of Research on Situational Judgment Tests: A Content Analysis and Directions for Future Research (2014, methodology): “For example, both Lievens et al. (2008) and Whetzel and McDaniel (2009) suggested more research needs to examine different SJT characteristics, but neither is able to provide the degree of specific direction offered in this content analysis.”
- Teacher Personality and Teacher Effectiveness in Secondary School: Personality Predicts Teacher Support and Student Self-Efficacy but Not Academic Achievement (2017, result): “Such a result is not in line with previous findings that contextualization increased the validity of personality reports (e.g., Lievens et al., 2008; Shaffer & Postlethwaite, 2012).”