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Lyrén, Per-Erik
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Publications (10 of 25) Show all publications
Lyrén, P.-E. & Wikström, C. (2020). Admissions practices in Sweden. In: Maria Elena Oliveri & Cathy Wendler (Ed.), Higher Education Admissions Practices: An International Perspective (pp. 203-216). Cambridge: Cambridge University Press
Open this publication in new window or tab >>Admissions practices in Sweden
2020 (English)In: Higher Education Admissions Practices: An International Perspective / [ed] Maria Elena Oliveri & Cathy Wendler, Cambridge: Cambridge University Press, 2020, p. 203-216Chapter in book (Refereed)
Abstract [en]

This chapter gives an account of the admissions system to higher education in Sweden with special focus on the criteria used in the selection process: upper secondary school grades and scores from the Swedish Scholastic Aptitude Test (SweSAT). The Swedish educational system in general and the admissions system specifically have some unique features that may interest the reader. Primarily, the educational system, from preschool to higher education, has a comparatively high degree of centralization. Most higher education institutions are governed and funded by the state. This reflects on both the admissions process and the education that is provided by the universities. Other typical characteristics are strong beliefs in equal opportunities, lifelong learning, and second chances, all which influence the educational system in numerous ways. Higher education selection regulations are pervaded by meritocratic principles, but there are also expectations and demands for diversity in the student body.

Place, publisher, year, edition, pages
Cambridge: Cambridge University Press, 2020
Series
Educational and Psychological Testing in a Global Context
Keywords
University Admissions, Selection, Higher Education, Assessment, Measurement, Test, Testing
National Category
Educational Sciences
Research subject
didactics of educational measurement; education
Identifiers
urn:nbn:se:umu:diva-167461 (URN)10.1017/9781108559607.012 (DOI)9781108559607 (ISBN)
Available from: 2020-01-21 Created: 2020-01-21 Last updated: 2020-03-23Bibliographically approved
Stenlund, T., Lyrén, P.-E. & Eklöf, H. (2018). The successful test taker: exploring test-taking behavior profiles through cluster analysis. European Journal of Psychology of Education, 33(2), 403-417
Open this publication in new window or tab >>The successful test taker: exploring test-taking behavior profiles through cluster analysis
2018 (English)In: European Journal of Psychology of Education, ISSN 0256-2928, E-ISSN 1878-5174, Vol. 33, no 2, p. 403-417Article in journal (Refereed) Published
Abstract [en]

To be successful in a high-stakes testing situation is desirable for any test taker. It has been found that, beside content knowledge, test-taking behavior, such as risktaking strategies, motivation, and test anxiety, is important for test performance. The purposes of the present study were to identify and group test takers with similar patterns of test-taking behavior and to explore how these groups differ in terms of background characteristics and test performance in a high-stakes achievement test context. A sample of the Swedish Scholastic Assessment Test test takers (N = 1891) completed a questionnaire measuring their motivation, test anxiety, and risk-taking behavior during the test, as well as background characteristics. A two-step cluster analysis revealed three clusters of test takers with significantly different test-taking behavior profiles: a moderate (n = 741), a calm risk taker (n = 637), and a test anxious risk averse (n = 513) profile. Group difference analyses showed that the calm risk taker profile (i.e., a high degree of risktaking together with relatively low levels of test anxiety and motivation during the test) was the most successful profile from a test performance perspective, while the test anxious risk averse profile (i.e., a low degree of risk-taking together with high levels of test anxiety and motivation) was the least successful. Informing prospective test takers about these insights can potentially lead to more valid interpretations and inferences based on the test scores.

Place, publisher, year, edition, pages
Springer, 2018
Keywords
Risk-taking, Test motivation, Test anxiety, Test-taking strategies, High-stakes
National Category
Psychology (excluding Applied Psychology)
Research subject
Psychology
Identifiers
urn:nbn:se:umu:diva-133401 (URN)10.1007/s10212-017-0332-2 (DOI)000426652700012 ()
Available from: 2017-04-08 Created: 2017-04-08 Last updated: 2018-08-10Bibliographically approved
Stenlund, T., Eklöf, H. & Lyrén, P.-E. (2017). Group Differences in Test-Taking Behaviour: An example from a High-Stakes Testing Program. Assessment in education: Principles, Policy & Practice, 24(1), 4-20
Open this publication in new window or tab >>Group Differences in Test-Taking Behaviour: An example from a High-Stakes Testing Program
2017 (English)In: Assessment in education: Principles, Policy & Practice, ISSN 0969-594X, E-ISSN 1465-329X, Vol. 24, no 1, p. 4-20Article in journal (Refereed) Published
Abstract [en]

This study investigated whether different groups of test-takers vary in their reported test-taking behaviour in a high-stakes test situation. A between-group design (N = 1129) was used to examine whether high and low achievers, as well as females and males, differ in their use of test-taking strategies, and in level of reported test anxiety and motivation. The results showed differences between high and low achievers on a number of test-taking strategies, where high achievers reported using successful strategies to a higher extent. There were also gender differences: females, for example, reported using random guessing to a higher extent than males. Further, low achievers, especially females, reported significantly higher levels of test anxiety than high achievers, and high achievers reported slightly higher levels of motivation when compared to low achievers. To conclude, test-taking behaviour might bring additional variance to test scores, whether or not this is irrelevant variance is discussed.

Keywords
Test-taking strategies, test anxiety, motivation, admission testing, highstakes testing
National Category
Applied Psychology
Research subject
Psychology
Identifiers
urn:nbn:se:umu:diva-117617 (URN)10.1080/0969594X.2016.1142935 (DOI)000400610000002 ()
Available from: 2016-03-02 Created: 2016-03-02 Last updated: 2018-08-10Bibliographically approved
Lyrén, P.-E. (2017). Högskoleprovet våren och hösten 2016: provdeltagargruppens sammansättning och resultat. Umeå: Umeå universitet
Open this publication in new window or tab >>Högskoleprovet våren och hösten 2016: provdeltagargruppens sammansättning och resultat
2017 (English)Report (Other academic)
Abstract [en]

Since spring 1977 the Swedish Scholastic Assessment Test (SweSAT) has been used as an instrument for selections to higher education. The aim of this report is to describe the groups of test-takers in the spring and autumn 2016 regarding composition and test scores. Results are presented for test-takers of different gender, age and background education. Further, a description is given of the norming and equating procedure and the outcome of the standardization. Also, repeated test-taking is examined and discussed.

Abstract [sv]

Högskoleprovet har sedan 1977 fungerat som urvalsinstrument för antagning till universitets- och högskolestudier. Avsikten med föreliggande rapport är att beskriva provtagargrupperna våren och hösten 2016 med avseende på sammansättning och resultat. Resultaten presenteras för provtagare med olika kön, ålder och utbildning. Vidare beskrivs hur normeringen av provresultaten genomförs och utfallet av normeringen, samt upprepat provtagande.

Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2017. p. 25
Series
BVM / Institutionen för beteendevetenskapliga mätningar, Umeå universitet, ISSN 1652-7313 ; 65
National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-145498 (URN)
Available from: 2018-03-07 Created: 2018-03-07 Last updated: 2018-06-09Bibliographically approved
Lyrén, P.-E. (2016). Högskoleprovet våren och hösten 2015: provtagargruppens sammansättning och resultat. Umeå: Umeå universitet
Open this publication in new window or tab >>Högskoleprovet våren och hösten 2015: provtagargruppens sammansättning och resultat
2016 (English)Report (Other academic)
Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2016. p. 24
Series
BVM / Institutionen för beteendevetenskapliga mätningar, Umeå universitet, ISSN 1652-7313 ; 63
National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-141896 (URN)
Available from: 2017-11-15 Created: 2017-11-15 Last updated: 2018-06-09Bibliographically approved
Wedman, J. & Lyrén, P.-E. (2015). Methods for Examining the Psychometric Quality of Subscores: A Review and Application. Practical Assessment, Research & Evaluation, 20, Article ID 21.
Open this publication in new window or tab >>Methods for Examining the Psychometric Quality of Subscores: A Review and Application
2015 (English)In: Practical Assessment, Research & Evaluation, ISSN 1531-7714, E-ISSN 1531-7714, Vol. 20, article id 21Article in journal (Refereed) Published
Abstract [en]

When subscores on a test are reported to the test taker, the appropriateness of reporting them depends on whether they provide useful information above what is provided by the total score. Subscores that fail to do so lack adequate psychometric quality and should not be reported. There are several methods for examining the quality of subscores, and in this study seven such methods, four of which are based on classical test theory and three of which are based on item response theory, were reviewed and applied to empirical data. The data consisted of test takers' scores on four test forms – two administrations of a first version of a college admission test and two administrations of a second version – and the analyses were carried out on the subtest and section levels. The two section scores were found to have adequate psychometric quality with all methods used, whereas the results for subtest scores ranged from almost all scores having adequate psychometric quality to none having adequate psychometric quality. The authors recommend using Haberman's method and the related utility index because of their solid theoretical foundation and because of various issues with the other subscore quality methods.

Keywords
subscores, score reporting, mean squared error, factor analysis, IRT, college admissions tests
National Category
Pedagogy Psychology
Research subject
didactics of educational measurement
Identifiers
urn:nbn:se:umu:diva-112181 (URN)
Available from: 2015-12-03 Created: 2015-12-03 Last updated: 2018-06-07Bibliographically approved
Lyrén, P.-E., Rolfsman, E., Wedman, J., Wikström, C. & Wikström, M. (2014). Det nya högskoleprovet: samband mellan provresultat och prestation i högskolan. Umeå: Umeå universitet
Open this publication in new window or tab >>Det nya högskoleprovet: samband mellan provresultat och prestation i högskolan
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2014 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2014. p. 24
Keywords
högskoleprovet, antagning, urval, prov, prediktion, högskolan
National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-141422 (URN)
Available from: 2017-11-02 Created: 2017-11-02 Last updated: 2018-12-18Bibliographically approved
Eklöf, H., Lyrén, P.-E. & Lindberg, J. (2013). Test-takers' perceptions of the SweSAT: relevance, difficulty, and test-taking behavior. In: : . Paper presented at 14th SweSAT Conference on Admission to Higher Education.
Open this publication in new window or tab >>Test-takers' perceptions of the SweSAT: relevance, difficulty, and test-taking behavior
2013 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
didactics of educational measurement
Identifiers
urn:nbn:se:umu:diva-82979 (URN)
Conference
14th SweSAT Conference on Admission to Higher Education
Available from: 2013-11-14 Created: 2013-11-14 Last updated: 2018-06-08Bibliographically approved
Lyrén, P.-E. & Atroshi, I. (2012). Using item response theory improved responsiveness of patient-reported outcomes measures in carpal tunnel syndrome. Journal of Clinical Epidemiology, 65(3), 325-334
Open this publication in new window or tab >>Using item response theory improved responsiveness of patient-reported outcomes measures in carpal tunnel syndrome
2012 (English)In: Journal of Clinical Epidemiology, ISSN 0895-4356, E-ISSN 1878-5921, Vol. 65, no 3, p. 325-334Article in journal (Refereed) Published
Abstract [en]

Objective To compare responsiveness based on item response theory (IRT) with that based on conventional scoring for two patient-reported outcomes measures in carpal tunnel syndrome (CTS); the short disabilities of the arm, shoulder, and hand (QuickDASH) measure, and the 6-item CTS symptoms scale (CTS-6).

Study Design and Setting Prospective cohort study of patients with CTS undergoing carpal tunnel release at one orthopedic department. Of 455 consecutive patients, 343 completed the QuickDASH and the CTS-6 before and within 1 year after surgery. IRT-based and conventional scores were compared in subgroups according to global rating of change in hand status and treatment satisfaction. The effect size (ES) and the area under the receiver operating characteristic (ROC) curve were used as measures of responsiveness.

Results The mean value for the IRT-based QuickDASH estimate was −0.09 (standard deviation [SD] = 1.13) preoperatively and −2.14 (SD = 1.79) postoperatively (ES = −1.8) and for the CTS-6 estimate was 0.29 (SD = 1.36) preoperatively and −3.87 (SD = 2.3) postoperatively (ES = −3.1), indicating very large improvement. The ES for the QuickDASH and CTS-6 were very large (−2.4 and −3.8), respectively, in the group with the largest perceived improvement and decreased with lower perceived improvement. The ES was consistently larger with IRT-based scoring than conventional scoring. The AUC for the QuickDASH and CTS-6 exceeded 0.85.

Conclusion IRT-based scoring showed high responsiveness for the QuickDASH and CTS-6, and the ES were larger than those estimated using conventional scoring.

Keywords
Carpal tunnel syndrome; QuickDASH; CTS symptoms scale; Item response theory; Patient-reported outcomes; Effect size; AUC
National Category
Orthopaedics Applied Psychology Probability Theory and Statistics
Research subject
didactics of educational measurement; Orthopaedics
Identifiers
urn:nbn:se:umu:diva-46799 (URN)10.1016/j.jclinepi.2011.08.009 (DOI)
Available from: 2011-09-14 Created: 2011-09-14 Last updated: 2018-06-08Bibliographically approved
Sundström, A., Lyrén, P.-E. & Alger, S. (2011). Att mäta allmänhetens kunskaper om trafiksäkerhet: Utveckling och utprövning av instrument. Umeå: Umeå universitet
Open this publication in new window or tab >>Att mäta allmänhetens kunskaper om trafiksäkerhet: Utveckling och utprövning av instrument
2011 (Swedish)Report (Other academic)
Abstract [sv]

Nollvisionen är grunden för trafiksäkerhetsarbetet i Sverige och målet är att ingen ska dödas eller skadas allvarligt i trafiken. För att vägtransportsystemet ska användas på ett säkert sätt krävs både kunskaper om trafiksäkerhet och trafiksäkra attityder. Attityder är ett relativt väl utforskat område, medan studier om allmänhetens kunskaper om trafiksäkerhet saknas. Därmed är det önskvärt att kartlägga allmänhetens kunskaper om olika aspekter av trafiksäkerhet och följa utvecklingen av dessa över tid.

Syftet med studien var att utveckla ett instrument för att mäta allmänhetens kunskaper om trafiksäkerhet och att utvärdera kvaliteten i detta instrument. Två parallella enkäter med kunskapsfrågor utvecklades med utgångspunkt i de indikatorer på trafiksäkerhet som Trafikverket följer i trafiksäkerhetsarbetet. Enkäterna innehöll också bakgrundsfrågor, frågor om attityder och självrapporterat beteende. Enkäterna administrerades till 1000 slumpmässigt utvalda personer i åldrarna 15 till 85 år. Enkäterna kunde besvaras dels via Internet och dels i form av en pappersenkät. Ungefär 50 procent av urvalet besvarade enkäterna och en bortfallsanalys visade att de svarande var representativa för populationen med avseende på kön, ålder och födelseland.

Resultaten visade att kunskaper om trafiksäkerhet är ett mångdimensionellt begrepp. Detta indikerades bland annat av sambanden mellan de åtta olika innehållsområdena i instrumentet, vilka var svaga. Resultatet visade också att frågorna generellt sett är ganska lätta. Vidare visade resultaten att ett större antal frågor inom varje område behövs för att öka mätsäkerheten. Vissa kunskapsfrågor hade positiva samband med attitydfrågor, vilket indikerar att kunskaper är relaterade till mer positiva attityder till trafiksäkerhet. Resultaten från studien kan ligga till grund för vidare utveckling av ett instrument för att göra en skarp mätning av allmänhetens kunskaper om trafiksäkerhet. Baserat på att begreppet kunskaper om trafiksäkerhet visat sig vara mångdimensionellt bör man som nästa steg göra en bedömning av vilka, specifika aspekter av kunskap om trafiksäkerhet som är relevanta att mäta och baserat på detta, samt resultaten från denna utprövning, välja ut frågor som kan ingå i ett instrument. Ett sådant instrument skulle kunna användas för att kartlägga kunskapsläget i befolkningen samt för att följa kunskapsläget över tid.

Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2011. p. 59
Series
BVM / Institutionen för beteendevetenskapliga mätningar, Umeå universitet, ISSN 1652-7313 ; 46
National Category
Psychology
Research subject
didactics of educational measurement
Identifiers
urn:nbn:se:umu:diva-52948 (URN)
Available from: 2012-03-07 Created: 2012-03-07 Last updated: 2018-06-08Bibliographically approved
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