The evaluation of how non-academic student characteristics predict success in the workplace is in its infancy, especially in initial teacher education. In professional qualifications, identifying non-cognitive attributes of potential candidates has shown promise in predicting persistence (and therefore success through completion) (Kyllonen, 2008). In particular, there has been some recent work on how non-academic attributes predict success in teacher education preparation (Klassen, Durksen, Patterson, & Rowett, 2016). The situated /complex nature of teaching and the requirement for teachers in Australia to be adaptive experts, requires teachers to develop reflective learning behaviours in response to particular situations. Due to the use of situated judgement tests (SJTs) and on-going development as predictive tools in medical professions (Whetzel & McDaniel, 2009), there is potential that SJTs as digital tools, would be very useful in initial teacher education as both predictors of success and for development of these attributes. This paper reports on the development of the tool using expert teachers, trialing and evaluation of the non-academic attributes of ITE students. We discuss the implications for the use of the tool in the future in identifying levels of skills and development so ITE students are more likely to be successful as professionals.

Klassen, R. M., Durksen, T. L., Patterson, F., & Rowett, E. (2016). Filtering functions of assessment for selection into initial teacher education programs.In J. Clandinin and J. Husu (Eds.), International handbook of research on teacher education. Thousand Oaks, Ca: Sage Publishers. Kyllonen, P. (2008). The Research Behind the ETS Personal Potential Index (PPI). Background paper, Educational Testing Service. Whetzel, D. L., & McDaniel, M. A. (2009). Situational judgment tests: An overview of current research. Human Resource Management Review, 19,188-202. doi:10.1016/j.hrmr.2009.03.007