Although teacher’s personality is an essential component of successful classroom learning, most teacher education programs accept students solely on the basis of scholastic ability scores such as school grades, national test scores (SAT, GRE) or undergraduate college transcripts. To ensure suitability to teaching, a personality-evaluation system was developed in Israel for teacher education candidates. This evaluation system includes non-cognitive measures, such as group dynamic exercises, simulations, a teaching exercise, situational judgement tests, personality tests and an inter-personal interview, all performed face-to-face (FTF) at a testing center. The outbreak of COVID-19 in 2020 brought about lockdowns and social distancing, precluding the administration of this FTF evaluation system. Therefore, the development team adapted the system to online remote testing, using Zoom technology. The present study examined the effect of this transition to remote evaluation on the quality of selection for teaching, looking at suitability-to-teaching scores and the subjective views of applicants and evaluators. A comparison of the 2020 remote scores with the 2019 FTF scores revealed that scores on remote evaluation were slightly lower than FTF scores, and were more centralized. While the candidates found that remote evaluation provided fewer opportunities to express themselves, both candidates and evaluators were satisfied with the administration and convenience of the evaluation day. The Discussion chapter summarizes the unique affordances and constraints of remote evaluations and presents suggestions for changes which might be made when moving an assessment online that could take advantage of this new environment.

尽管教师的个性是成功课堂学习的重要组成部分，但大多数教师教育项目仅根据学校成绩、国家考试成绩（SAT、GRE）或本科大学成绩单等学业能力分数来录取学生。为了确保适合教学，以色列为教师教育候选人开发了一个人格评估系统。该评估系统包括非认知测量，例如团体动态练习、模拟、教学练习、情境判断测试、性格测试和人际访谈，所有这些都是在测试中心进行的面对面 (FTF)。2020 年 COVID-19 的爆发带来了封锁和社会距离，排除了该 FTF 评估系统的管理。所以，开发团队使用 Zoom 技术使系统适应在线远程测试。本研究考察了这种向远程评估的转变对教学选择质量的影响，着眼于教学适宜性分数以及申请人和评估者的主观看法。将 2020 年远程评分与 2019 年 FTF 评分进行比较发现，远程评估的评分略低于 FTF 评分，并且更加集中。虽然候选人发现远程评估提供的表达自己的机会较少，但候选人和评估员都对评估日的管理和便利性感到满意。