Ways to Master Four Development Phases on Critical Thinking for Situational Judgment Test (SJT): Discover the Secret!

Abstract

Situational Judgment Test (SJT) requires critical thinking, which includes the capacity to assess and analyze various scenarios, form reliable conclusions, and select the best course of action. SJTs is important because its present realistic scenarios that individuals might encounter in their actual work or academic environments. This makes the test more relevant and reflective of the challenges faced in the real world. SJTs are commonly used in various fields, such as employment assessments, education, and professional certifications. This paper outlines the four development phases for Situational Judgment Test (SJT) Situational Judgment Test (SJT) to assess critical thinking skills in the context of education. Critical thinking is a fundamental skill that plays a pivotal role in effective teaching and learning. This concept paper uses systematic review as a method since it contributes to the advancement of knowledge and guide evidence-based decision-making. This study endeavors to construct a reliable and valid SJT tailored specifically to the field of education, addressing the need for a tailored assessment tool in this domain. The process of developing and validating the SJT involved rigorous methodology, including item creation, expert validation, and empirical testing. The major finding for this paper is four critical social thinking phases. This help to establish the SJT's psychometric properties, such as reliability and validity, to ensure its accuracy in measuring critical thinking skills within educational scenarios. The outcomes of this research endeavor hold significant implications for educators, educational institutions, and policymakers, as a valid and reliable SJT of critical thinking in education can aid in the assessment of teachers and students, inform instructional practices, and contribute to enhancing the quality of education. In future investigations, it might be possible to propose a different study represents a valuable contribution to the ongoing discourse on critical thinking in education involving SJT with a different context. Besides, it can investigate how individuals respond to feedback provided through SJTs and whether targeted interventions can improve their decision-making skills over time.