| 1. |
- Sundström, Anna, 1979-
(författare)
-
Självvärdering som metod för att mäta måluppfyllelse via prov
- 2004
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Lately, the driver education in Sweden has changed from focusing on drivers’ knowledge and abilities to taking into account the drivers’ risk awareness and evaluation of their own knowledge and abilities. These areas have been in focus in a new curriculum for driver education. Before the new curriculum is introduced, the driving-license test needs to be altered according to the new goals of the curriculum. The purpose of this study was to explore how to assess the goals in the curriculum that regard drivers’ self-evaluation of knowledge, skills and goals. A literature review was conducted in order to investigate how selfevaluation is measured in other fields. One way to assess self-evaluation of knowledge and abilities is through self-ratings. But, since self-ratings might be slightly unreliable because of the respondents’ willingness to answer in a socially desirable way, the self-ratings could be compared to external measures. Studies show that there is a moderate relationship between self-evaluations and external measures, but the strength of the relationship is affected by many factors. One such factor is the competence of the test-taker. Skilled test-takers are more likely to make a realistic self-evaluation than less skilled test-takers. However, if the test-takers raise their competence by education, the self-evaluation could be improved. In addition, studies have also shown that self-evaluation could be improved by observing the own performance afterwards. In conclusion, the goals of the curriculum that refers to self-evaluation of the knowledge and abilities of the test-takers might be possible to relate to an external measure; i.e. a knowledge test and an expert judgement respectively. However, it seems more difficult to relate the self-evaluation of personal goals to an objective measure. Therefore, one may need other strategies to judge if these goals are fulfilled.
|
|
| 2. |
- Ericsson, Maria, 1970-, et al.
(författare)
-
Lärarenkät om de nationella proven i matematik : Kurs B, C och D hösten 2003
- 2004
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Det är 63 lärare som besvarat enkäten och huvuddelen av dem, 66 %, är lärare vars elever tillhör komvux. Den näst största gruppen, 16 %, är lärare vars elever tillhör samhällsprogrammet. Om man ser till hela läsår så är det normalt sett en mindre andel av eleverna som gör höstterminsprovet än som gör vårterminsprovet. På vårterminsprovet brukar den andel av eleverna som tillhör samhällsprogrammet vara störst. Det är 67 % av lärarna som tycker att poänggränsen för betyget Godkänd är lämplig och de övriga, 33 %, tycker att den är för låg. När det gäller totalpoänggränsen samt minsta antal vg-poäng för provbetyget Väl godkänd tycker 81 % respektive 78 % att gränserna är lämpliga. 91 % tycker att det är bra eller mycket bra att bedömningen sker med både g- och vg-poäng. Det är 76 % som anser att provet till ganska eller mycket stor del kan användas som ett viktigt underlag för att sätta kursbetyget Mycket väl godkänd. 81 % tycker till ganska eller mycket stor del att informationen och anvisningarna om hur kursprovet skall användas som underlag för bedömning med betyget Mycket väl godkänd var tillräcklig. De flesta, 89 %, anser att det är bra eller mycket bra med en miniräknarfri del och 89 % tycker att en ganska eller mycket stor andel av uppgifterna på denna del var av en typ som borde ingå där. En stor andel av lärarna, 92 %, anser att kursprovet i ganska eller mycket stor utsträckning speglar ämnessynen i kursplanen och 73 % anser att kursprovet påverkar deras tolkning av kursplanens mål och kriterier i ganska eller mycket stor utsträckning. När det gäller i vilken mån som kursprovet påverkar det innehåll, i betydelsen delmål och delfärdigheter, som tas upp i undervisningen anser 64 % av lärarna att det sker i ganska eller mycket stor utsträckning och 73 % av lärarna anser att kursprovet i ganska eller mycket stor utsträckning påverkar det slutbetyg som de ger enskilda elever. På samma sätt som för provet som gavs våren 2003 är det för höstens prov en ganska stor andel lärare som tror att mängden text i provet påverkade deras elevers resultat negativt. 46 % av lärarna anser att det påverkade eleverna negativt i ganska eller mycket stor utsträckning. Av enkäten framgår att många elever, 76 %, i ganska liten eller mycket liten utsträckning fått ta del av innehållet i den generella bedömningsmatris som ligger bakom aspektbedömningen av provets sista uppgift. Det har varit ungefär på samma vis de senaste åren. Bland de positiva allmänna kommentarerna kan nämnas att flera lärare tycker att det är ett bra prov och att provet ger ett bra underlag för att se var G/VG- och VG/MVG-gränserna ligger. Det finns också några negativa omdömen som att det är för mycket text i uppgifterna och att språket borde vara något enklare och då särskilt med tanke på elever som inte går på teoretiska program. Några kommentarer antyder att det inte finns ett tillräckligt fylligt underlag för betygssteget IG/G, vilket skulle kunna tolkas som att de finns lite för få uppgifter för de elever som ligger nära gränsen för betyget Godkänd.
|
|
| 3. |
- Lexelius, Anders, 1946-
(författare)
-
Högskoleprovet och de målrelaterade betygen
- 2004
-
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.
|
|
| 4. |
- Löfgren, Kent, 1966-
(författare)
-
Utbyteskompletteringar bland dem som avslutade gymnasiet 1997-2001 : differenser mellan avgångsbetyg från gymnasiet och betyg som har kompletterats efter den ordinarie gymnasieskolan
- 2004
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- This study is about school grades and college applications. It focuses on the effects of supplementary adult upper-secondary education. From a Swedish perspective, it is important to study the effects of such education due to the important role that grades have in the Swedish college-selection process. The persons in the study graduated from upper secondary school sometime 1997–2001 (N361466). Background variables used in this study are: Age, social group, country of birth, the parents’ country of birth and the parents’ highest level of study. The results indicate that about 50 percent of the persons have studied either the Natural Science Programme or the Social Science Programme in the upper-secondary school. High achievers, in terms of high grades from the last year in upper-secondary school, are those persons born in the country, belonging to social-group 1 and with parents that have a high educational level. The study also shows that the upper-secondary schools have become more generous over time. The grades for the graduating students are getting higher and higher each year. About 30 percent have studied in adult upper-secondary school. About one third of those have boosted their grades. About 40 percent have applied to college. Among the college-applicants, there are more women then men. The college-applicants are also characterised by having parents with a high educational level. About 40 percent of the college applicants have studied in adult upper-secondary school, and that group is characterised by having parents with a low educational level.
|
|
| 5. |
|
|
| 6. |
- Sigurdson, Marit
(författare)
-
Att mäta skrivförmåga : en forskningspresentation om provformat, reliabilitet, validitet samt sociala aspekter
- 2004
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Since 1977, the Swedish Scholastic Aptitude Test (SweSAT) is used for selection to higher education. The test contains five subtests measuring verbal and quantitative abilities. The three subtests constituting the verbal part of the test aims to measure word comprehension and reading abilities in Swedish and English. There have, however, been discussions whether SweSAT also should contain a subtest measuring writing ability. Such an addition, it has been argued, would not only broaden the coverage of the abilities being measured, but would also signal the importance of writing skills throughout the educational system. As a response to this request, this report is a survey of research in the area of measuring writing ability, with focus on questions regarding format, reliability, validity and social aspects. The report also highlights issues for research that are relevant to cover in the event that SweSAT would measure writing abilities.
|
|
| 7. |
- Stage, Christina, 1943-, et al.
(författare)
-
Högskoleprovet våren och hösten 2004 : provdeltagargruppens sammansättning och resultat
- 2004
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Since spring 1977 the Swedish Scholastic Assessment Test (SweSAT) has been used as an instrument for selection to higher education. The test is administered twice a year, once in spring and once in autumn, and it is allowed to take the test several times. The test scores are valid for five years, and for test-takers with more than one test result the best valid result is used for admittance. After each test administration the raw score is transformed to a standardized score on a scale from 0.0 to 2.0, where 2.0 is the best result. The aim of the standardization is to equate the scores between different test occasions, i.e. it should be just as easy or difficult to get a certain standardized score on one test occasion as on another. The aim of this report is to describe the group of test-takers in spring and in autumn 2004 regarding composition and results. Results are presented for test-takers of different gender, ages and background education. Further a description is given of the equating procedure and the outcome of the standardization. Finally some results are presented of the effects of repeated test-taking. The results presented in the report are based on data processing performed by Mats Hamrén, head of the data management of the SweSAT.
|
|
| 8. |
- Wiberg, Marie, 1976-
(författare)
-
Klassisk och modern testteori : analys av det teoretiska och praktiska körkortsprovet
- 2004
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- The driving-license test in Sweden consists of a theory test and a practical test. The purpose of these two tests is to examine if the learner driver has the knowledge and abilities stated in the curriculum that the Swedish National Road Administration has issued. The purpose with this study is to examine the performance of the test takers, on both the theory test and the practical test over time and depending on the drivers´ education, age, gender and repeated test taking. Further to examine the links between the two tests and to examine the theory test with both classical test theory and item response theory. The results show that more test takers fail both the theory and the practical test than previous studies have shown and the test takers have more faults in their competence. The test takers’ educational background, i.e. if they have attended driving school or not, have a strong effect on the test scores in both tests. Test takers’ that have attended driving school perform better on both the practical and the theory test. There is a connection between the two tests such that test takers with high score on the theory test perform better on the practical test. There exists gender difference in the theory test such that women perform better than the men. An age difference is present though younger test-takers perform better than older test-takers on both tests. The number of test-takers that repeat the tests since they fail has increased over the years. The analysis with item response theory shows another side of the result than classical test theory which make it appropriate to use when analysing tests. For example, the theory test mainly examines test takers with low abilities and there are a number of problematic items in the test.
|
|
