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- Lexelius, Anders, 1946-
(författare)
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Högskoleprovet och de målrelaterade betygen
- 2004
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- The students who graduated in the spring of 1997, after three years’ of upper secondary school, was the first cohort who graduated with the new, criterionreferenced, grades. The new grading system is characterised by having defined goals for the grade levels. The purpose of this study is to investigate the relation between the new upper secondary school grades in English, Mathematics and Swedish, and the SweSAT subtests, administrated in the autumn of 1996 and spring of 1997, taken by the students who graduated from a Swedish upper secondary school in 1997. The result shows that there is a positive correlation between grades and SweSAT scores. The subjects English and Mathematics have a stronger correlation with the SweSAT, compared with Swedish. The English B-course have the strongest correlation with the subtests WORD, READ and ERC, and with the overall SweSAT score, while the Mathematics A-course have the strongest relation to the subtests DS and DTM. The same results show for both the SweSAT administered in the autumn of 1996 and the test administered in the spring of 1997. The students are ranked similarly by the SweSAT test scores as by their grades from the courses English A and B, Mathematics A, B, C, D, E and Swedish A and B. In two of the courses included in the study, English C and Swedish C, students with the grade level IG (fail) are ranked higher by their SweSAT scores than students with the grade level G (pass). The students who scored the highest on the SweSAT have also the highest grade level (pass with special distinction) in the courses English B and/or Mathematics E. Students from the Natural Science oriented programme are in majority among these students. The students who score the lowest on the SweSAT have the grade IG in English A and/or Mathematics A. When performing a factor analysis, three factors were identified. One factor was found in the subtests WORD, READ, ERC and English grades. Another factor was found in the subtests DS, DTM and the Mathematics grades. The third factor was found only in the grades from the courses Swedish A, Swedish language B, and Swedish literature B. The aim would be to modify the SweSAT by introducing an additional dimension, a suggestion is to focus on the factor that is defined by the Swedish courses. However, making such a modification is a considerable step to take, and it is only by research that new and necessary knowledge can be obtained, that will make it possible to change the SweSAT in a longer perspective.
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| 3. |
- Lexelius, Anders
(författare)
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Sekventiella effekter i högskoleprovet avseende delprovet NOG
- 2007
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Since 1977 the SweSAT has been used as an instrument for selection in admissions to higher education. Parallel to the development of new versions of tests, extensive research and development work is undertaken to assess and assure the quality of the SweSAT. One aspect of the work with quality assurance is to examine to what extent there are sequential effects in the subtest Data Sufficiency DS. All newly constructed items are tried out in connection with the regular tests. The day of the test consists of five test periods of 50 minutes each, one of which is the try out items. This means that all test-takers are doing two versions of one of the tests. Consequently some test-takers will do two subtests of the same kind one after the other – where one is an ordinary test and one is a try-out test. The test-takers do not know which of these will contribute to their official test score and which one consists of new items that are being assessed and that will be used in future SweSATs. The try-out tests are randomly distributed over the 24 universities and colleges. The aim of this study has been to examine to what extent there are sequential effects in the subtest Data Sufficiency, i.e. if the first DS subtest affects achievement on the second DS subtest when the two tests are distributed with only a short break in between. The sequential effect has been analysed with the use of a structural equation model and an index that relates the results for different groups of test-takers to the result of all test-takers. The results show a clear tendency – if two DS subtests are given in succession, with a short break of around 30-minutes in between tests, the average result of the second test will be higher than when the tests are not administered in succession. On average there is a difference of approximately one point out of a total of twenty-two. The index method shows that the test-takers at all the ten examined universities and colleges performed better on the second DS-subtest when the tests were administered in succession.
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