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Multiple Mini Interview as a Selection Tool for Initial Teacher Education Admissions

The aim of the present study was to investigate the reliability and utility of the Multiple Mini Interview (MMI) format in initial teacher education selections in Finland. The data was comprised of applicants’ scores in a five-station MMI (n=418), their perceptions of the validity of MMI collected using a web-survey (n=304) as well as the interviewers’ (n = 28) ratings of the utility of the MMI. Intraclass correlations (ICCs) indicated mostly small (under 10%) effects of clustering of applicants to different interviewers and to five-station circuits, but for two stations, ICCs indicated a slightly stronger interviewer effect. In the cross-classified multilevel modelling, percentages of variance in the MMI total score explained by the interviewer or the circuit were found to be low or minimal, whereas the variance component for the MMI stations was somewhat higher indicating varying levels of difficulty between stations. Associations of MMI scores with applicants’ gender or age were minimal. The applicants’ and interviewers’ perceptions of the MMI were mostly positive. Overall, the study provides evidence for the utility of the MMI as a reliable tool for initial teacher education selections.