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Validity issues concerning repeated test taking of the SweSAT
Umeå University, Faculty of Social Sciences, Statistics.
Educational Measurement.
2006 (English)Report (Other academic)
Abstract [en]

The main purpose of this study is to integrate and discuss results from studies that focus on the effects of repeated test taking of the Swe-SAT. Messick’s four-faceted model of validity is used as an integrating and an analytic tool. Another purpose is to use results from supplementary education as a reference in this integration.

The summarized conclusion is that the existing rule concerning repeated test taking for the Swedish Scholastic Assessment Test (Swe-SAT) is relevant. It is relevant as the test taker has a chance to obtain a good estimate of his or her knowledge and ability. The unintended social consequences are reduced if actions are taken to motivate test takers to repeat the test.

The conclusion is quite the opposite for supplementary education. A

change in the rule that eliminates the usage of supplementary grades in the selection procedure will result in higher validity.

The conclusion is also that the Messick model is a very useful tool for validation. When applying the Messick model, the aim and the direction of the process of validation will be systemized and optimized as well as nuanced.

Place, publisher, year, edition, pages
Institutionen för beteendevetenskapliga mätningar, Umeå , 2006. , 50 p.
Series
EM, ISSN 1103-2685 ; 56
Identifiers
URN: urn:nbn:se:umu:diva-9775OAI: oai:DiVA.org:umu-9775DiVA: diva2:149446
Available from: 2007-05-23 Created: 2007-05-23Bibliographically approved

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http://www.umu.se/edmeas/publikationer/pdf/Em%20nr%2056.pdf

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Törnkvist, BirgittaHenriksson, Widar

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
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Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf