The limits of noncognitive assessments: Faking, motivation, and validity in higher education admissions

This study examines whether students could fake good on the noncognitive teacher aptitude assessment battery (TAAB) through an experiment and screening data analysis. In Study 1, 318 students randomly assigned to four groups (Faking Good, Faking Bad, Screening, and Control) completed three tests in the TAAB: situational judgment test for teachers (SJTT), work value scale for teachers (WVST), and computerized personality scale for teachers (CPST). While participants could fake good in SJTT and CPST, there was no significant difference between the Control and Screening groups. In Study 2, we analyzed data from 1287 applicants for the teacher education program and evaluated their teaching interest, teacher self-efficacy, and motivation for becoming a teacher. When teaching interest and teacher self-efficacy were controlled, none of the test scores improved with increased motivation. TAAB can be a potential tool in student teacher selection with further research required to include more appropriate indicators.