There is increasing interest in using situational judgment tests (SJTs) to supplement traditional student admission procedures. An important unexplored issue is whether students can intentionally distort or fake their responses on SJTs. This study examined the fakability of an SJT of college students' performance. Two hundred ninety-three psychology students completed a cognitive test, a personality measure, and an SJT. Only for the SJT, the students were assigned to either an honest or a fake condition. The scores of students in the fake condition were significantly higher than those of students in the honest condition (d = .89). Furthermore, faking had a negative effect on the criterion-related validity (there was a significant drop from r = .33 to r = .09) and the incremental validity of the SJT over cognitive ability and personality. These results are discussed in terms of the use of SJTs in high-stakes testing programs.
Situational judgment, faking, response distortion, academic success, validity
Organizational Behavior and Theory | Social and Behavioral Sciences
Organisational Behaviour and Human Resources
Educational and Psychological Measurement
SAGE Publications (UK and US)
PEETERS, H and LIEVENS, Filip Rene O.
Situational judgment tests and their predictiveness of college students' success: The influence of faking. (2005). Educational and Psychological Measurement. 65, (1), 70-89. Research Collection Lee Kong Chian School Of Business.
Available at: http://ink.library.smu.edu.sg/lkcsb_research/5570
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