De webcamtest als voorspeller van professioneel gedrag

2011 ◽  
Vol 24 (3) ◽  
Author(s):  
Marit R.E. Op de Beek ◽  
Janneke K. Oostrom ◽  
Marise Ph. Born
Keyword(s):  
Cognitive Ability ◽  
Psychology Students ◽  
Incremental Validity ◽  
Professional Behavior ◽  
Personality Questionnaire ◽  
Situational Judgment Test ◽  
Situational Judgment ◽  
Ability Test ◽  
Social Competencies ◽  
Video Assessment

The webcam test as a predictor of professional behavior The webcam test as a predictor of professional behavior Gedrag & Organisatie, volume 24, September 2011, nr 3, pp. 257-285.The webcam test is a new video assessment designed to measure social competencies. The main purpose of this study was to investigate the criterion-related validity of the webcam test and its incremental validity over and above a cognitive ability test, a personality questionnaire and a video-based situational judgment test. The sample consisted of 106 psychology students. In line with our expectations, the webcam test showed a significant correlation with the criterion professional behavior, a questionnaire about students’ motivation, chairmanship and preparation. Furthermore, the webcam test showed incremental validity over and above the other selection tests. Participants perceived the webcamtest as more face valid than the cognitive ability test and the personality questionnaire. However, the video-based situational judgment test was perceived as more face valid than the webcamtest. Limitations of this study and suggestions for further study are discussed.

A Multimedia Situational Test With a Constructed-Response Format

2011 ◽  
Vol 10 (2) ◽  
pp. 78-88 ◽  
Author(s):  
Janneke K. Oostrom ◽  
Marise Ph. Born ◽  
Alec W. Serlie ◽  
Henk T. van der Molen
Keyword(s):  
Cognitive Ability ◽  
Computer Technology ◽  
Psychology Students ◽  
Learning Activities ◽  
Ability Test ◽  
Constructed Response ◽  
Job Experience ◽  
Relationship Of ◽  
The Relationship ◽  
Situational Test

Advances in computer technology have created opportunities for the development of a multimedia situational test in which responses are filmed with a webcam. This paper examined the relationship of a so-called webcam test with personality, cognitive ability, job experience, and academic performance. Data were collected among 153 psychology students. In line with our expectations, scores on the webcam test, intended to measure interpersonally oriented leadership, were related to extraversion, conscientiousness, emotional stability, and job experience. Furthermore, the webcam tests significantly predicted students’ learning activities during group meetings over and above a cognitive ability test and a personality questionnaire. Overall, this study demonstrates that webcam tests can be a valid complement to traditional predictors in selection contexts.

scholarly journals Comparison of validities for scoring keys and scoring algorithms in situational judgment test

2011 ◽  
Vol 24 (1) ◽  
pp. 231-255
Author(s):  
EuiSoo Kim ◽  
YoungSeok Han ◽  
MyoungSo Kim
Keyword(s):  
Undergraduate Students ◽  
Incremental Validity ◽  
Cognitive Test ◽  
Negative Effects ◽  
Situational Judgment Test ◽  
Situational Judgment ◽  
Situational Judgment Tests ◽  
Situational Judgement Test ◽  
Future Direction ◽  
Situational Judgement

The purpose of the present study was to examine the fakability of the situational judgment test. Specifically, the study was focused on the following questions; (1) whether participants are able to fake their answers on the situational judgment test in the real situation of selection, (2) whether faking influences the criterion-related validity of the situational judgment test and its incremental validity over cognitive and personality tests, and (3) whether the combination of different scoring key(SME consensus, average in response, and empirical keying) and different scoring algorithm(scenario, Best-Worst, and Pick most) has influence on the degree of fakability as well as both criterion-related validity and incremental validity of the situational judgment test. 110 students who applied to the leadership program were considered the faking group, while 129 students of B department at A university were considered the honest group. The members of both groups completed a cognitive test, a personality questionnaire and a situational judgment test. Only for the situational judgment tests, each group was asked to respond as instructed. Another group of 78 students of A university participated in the survey to develop two scoring key(empirical, average in response keying). SME consensus key was developed by 9 SMEs(5 undergraduate students with leadership and good GPA, 4 graduate students). And then 9 situational judgment scores were produced independently. Results indicated that the all scores of students in the faking group were significantly higher than those of students in the honest group. Furthermore, criterion-related validity of the situational judgement test in the honest group was higher than that of the faking group for both task performance and contextual performance. While faking had negative effects on the criterion-related validity for both criteria of performance, incremental validity of the situational judgement test in the honest group was higher than that of the faking group only for the contextual criteria. Finally, the limitation and future direction of the present study were discussed.

Situational Judgment Test for Professional Behavior

2008 ◽  
Author(s):  
Sebastian Schubert ◽  
Heiderose Ortwein ◽  
Ant Je Dumitsch ◽  
Ulrich Schwantes ◽  
Oliver Wilhelm ◽  
...  
Keyword(s):  
Professional Behavior ◽  
Situational Judgment Test ◽  
Situational Judgment

Measuring Psychology Students’ Information-Seeking Skills in a Situational Judgment Test Format

2016 ◽  
Vol 32 (3) ◽  
pp. 220-229 ◽  
Author(s):  
Tom Rosman ◽  
Anne-Kathrin Mayer ◽  
Günter Krampen
Keyword(s):  
Information Search ◽  
Information Seeking ◽  
Psychology Students ◽  
Situational Judgment Test ◽  
Situational Judgment ◽  
Search Tasks ◽  
Two Samples ◽  
Skill Decomposition ◽  
Academic Information ◽  
Expert Ratings

Abstract. Three studies were conducted to develop a test for academic information-seeking skills in psychology students that measures both procedural and declarative aspects of the concept. A skill decomposition breaking down information-seeking into 10 sub skills was used to create a situational judgment test with 22 items. A scoring key was developed based on expert ratings (N = 14). Subsequently, the test was administered to two samples of N = 78 and N = 81 psychology students. Within the first sample, the scale reached an internal consistency (Cronbach’s Alpha) of α = .75. Scale validity was investigated with data from the second sample. High correlations between the scale and two different information search tasks (r = .42 to .64; p < .001) as well as a declarative information literacy test (r = .51; p < .001) were found. The findings are discussed with regard to their implications for research and practice.

A Meta-Analysis of Interviews and Cognitive Ability

2013 ◽  
Vol 12 (4) ◽  
pp. 157-169 ◽  
Author(s):  
Philip L. Roth ◽  
Allen I. Huffcutt
Keyword(s):  
Cognitive Ability ◽  
Meta Analysis ◽  
Incremental Validity ◽  
Employment Interviews ◽  
Moderator Analysis ◽  
The Future ◽  
Research Questions ◽  
Meta Analyses ◽  
The Relationship

The topic of what interviews measure has received a great deal of attention over the years. One line of research has investigated the relationship between interviews and the construct of cognitive ability. A previous meta-analysis reported an overall corrected correlation of .40 ( Huffcutt, Roth, & McDaniel, 1996 ). A more recent meta-analysis reported a noticeably lower corrected correlation of .27 ( Berry, Sackett, & Landers, 2007 ). After reviewing both meta-analyses, it appears that the two studies posed different research questions. Further, there were a number of coding judgments in Berry et al. that merit review, and there was no moderator analysis for educational versus employment interviews. As a result, we reanalyzed the work by Berry et al. and found a corrected correlation of .42 for employment interviews (.15 higher than Berry et al., a 56% increase). Further, educational interviews were associated with a corrected correlation of .21, supporting their influence as a moderator. We suggest a better estimate of the correlation between employment interviews and cognitive ability is .42, and this takes us “back to the future” in that the better overall estimate of the employment interviews – cognitive ability relationship is roughly .40. This difference has implications for what is being measured by interviews and their incremental validity.

The Team Role Test: Development and validation of a team role knowledge situational judgment test.

2008 ◽  
Vol 93 (2) ◽  
pp. 250-267 ◽  
Author(s):  
Troy V. Mumford ◽  
Chad H. Van Iddekinge ◽  
Frederick P. Morgeson ◽  
Michael A. Campion
Keyword(s):  
Test Development ◽  
Situational Judgment Test ◽  
Situational Judgment ◽  
Development And Validation

Development of a Situational Judgment Test to Predict Unethical Behavior

2012 ◽  
Author(s):  
Janneke K. Oostrom ◽  
Henk T. Van der Molen ◽  
Alec W. Serlie ◽  
Marise Ph. Born
Keyword(s):  
Unethical Behavior ◽  
Situational Judgment Test ◽  
Situational Judgment
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