There is increasing interest in teachers’ cross-curricular competencies as a result of reforms in teacher training and the Bologna Process. In order to succeed in their professional career right from the beginning, it is essential that teachers have a variety of social skills at their disposal. As Swiss students gain practical experience in the classroom at a very early stage of their studies, they require high competencies right from the beginning of their studies. Several models to assess future teachers’ self-ratings have been developed. However, none of these models combines self-reports with ratings provided by others. Based on the theory of teachers’ professional competencies and a general job analysis, the following model to assess future students’ competencies combined with self- and other-ratings has been developed at the University of Teacher Education in Zurich. Future students who do not account for the appropriate formal qualifications are required to pass several examinations and to undergo an assessment centre. In Switzerland, higher education is organized as a highly selective system. Only 20% of young adults achieve the formal qualifications to be admitted to University, 64% of all adolescents go through vocational training. The goal of the assessment centre, which is part of the selection process of the University, is to match students’ individual competencies and interests with the University’s requirements. A second objective is to assess the individual’s potential that can further be developed during the study. Assessing future teachers’ competence in an assessment centre provides the opportunity to combine self- and other ratings. Research has demonstrated that self-other agreement is related to individual outcome such as performance. Self- and other ratings or perceptions that are in agreement are preferable because they indicate a degree of mutual understanding and accuracy. Accurate self-ratings correlate with self-awareness. In addition, self-awareness has been noted as an important element of emotional intelligence, which, in turn, has been associated with effective leadership Effective leadership is one of the most important prerequisites for teachers’ classroom management. The underlying model of competencies to assess future teachers’ competence is currently being evaluated in a longitudinal study, planned with four points in time. The research questions are as follows: 1) What groups of students are at a disadvantage? Do background factors such as gender, level of education and intelligence predict success or failure? 2) How valid is the Assessment Centre? 3) To what extent are self-ratings associated with ratings provided by others?

An assessment centre is a useful standardized method for measuring multiple competencies that are otherwise difficult to measure. Assessment centres are usually able to predict future success, they do not cause adverse impact, and they are seen as fair by participants. They provide detailed information on individuals to give them a feedback on their strengths and weaknesses In summary, assessment centres perform considerable validity when used for selection processes. Nevertheless, they suffer from low construct validity. Often, convergent validities (e.g., correlations between ratings of the same constructs in different exercises) are found to be lower than discriminant validities (e.g., correlations between ratings of different constructs in the same exercise).

Initial findings regarding assessment centre fairness, validity and self-other agreement are presented. Candidates were examined twice: first during the assessment centre and second after their first examinations at University. At each point in time, personal and social skills were assessed, along with performance in achievement tests. Regression analysis was used to investigate the impact of background factors on success in the assessment centre. The multitrait-multimethod (MTMM) approach and nomological network were used to shed light on the relationship between self- and other agreement and on some aspects of construct validity. In conclusion, implications for further research and practice are discussed.