According to the ideal of having multiple measures of teacher education, this study developed the teacher situational judgment test (TSJT) for selecting student teachers. The TSJS was based on the hypothesis that the more similar a student’s thinking is to senior and high-performing teachers, the more likely that student is to become an effective teacher. In Study 1, we collected data from 3,133 intern-teachers and teachers to determine the reliability and validity of the TSJT. On the basis of the analysis of the pilot test and formal test, we retained 75 items. Furthermore, the internal consistency reliability of three of the TSJT booklets was exceeded.7. Additionally, the Rasch model analysis showed that 90.67% of the TSJT items fit the Rasch model. In Study 2, we developed 150 new items to expand the TSJT item bank, and recruited 3,039 college students for an item analysis. Subsequently, we further retained 105 items for the TSJT item bank, totaling 180. The reliability of each booklet was between.47 and.74. For the test validity, the analysis of variances indicated that the TSJT scores of student teachers were significantly higher than those of nonstudent teachers. This provided known-group differences validity for the TSJT. Furthermore, in Study 2, we also conducted a qualitative content analysis to provide additional evidence of the construct validity. This present study discusses the development and practical applications of the TSJT.
- Item response theory
- Qualitative analysis
- Teacher situational judgment test
ASJC Scopus subject areas