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Uppgiftsformat, partiell kunskap och säkerhet på ett kvantitativt-numeriskt prov: en studie med kända uppgiftskarakteristika
Umeå University, Faculty of Social Sciences, Department of Education.
1981 (Swedish)Report (Other academic)Alternative title
Item format, partial knowledge and confidence on a quantitative-numerical test : a study with selected item characteristics (English)
Abstract [sv]

I föreliggande studie var syftet att pröva en logiskt uppbyggd och sekvensiell probleml ösningsstrategi för ett kvantitativt-numeriskt prov (NOG). Detta prov ingår som ett av total t sexdel p r ov i det s k högskoleprovet . Den logiskt uppbyggda pr obl emlösni ngsst rat egi n t ogs som u t gångspunkt för ut formandet a v et texperiment e l l t uppgi f t s f o rmat (NOG**) och st udi ens upp läggn ingbaser ades på en j ämf ö r e l s e a v samma pr ov i två versi oner : enkonvent ionel l (NOG) och en exper iment e l l (NOGx x ) . Indi kat i onerpå at t exper iment - och kont rol lgrupp var ini t iai t j ämf ör bar ai pr e s tat ionsavseende erhöl l s ut i f rån et t verbal t f ö rprov (ORD) .I st udi e n ingick 264 el ever f rån samt l i g a f em l injer i gymnas i e t sår skur s 3. St udi ens ut fal l bl e v at t det int e förel å g någon ski l l nadi poängmede l vä rde, baser a t på ant ingen konvent ionel l el lerdi f ferent iel l poäng , mel lan den g rupp som erhål l i t det exper imentell a (NOGx x ) och den g rupp som e rhål l i t det konvent ionel l a(NOG) uppgi f tsf o rmat e t . Det t a i ndi ker ade at t den sekvensi e l l apr obl eml ösni ngsst rat egi n int e hade någon di rekt påvi sbar ef fektel ler indi rekt at t det konvent ionel l a NOG-f o rmat e t int e varkompl ext . Om a nal ysen baser ades på C el ler E som kor rekt al ter nati v bl e v dessutom det exper iment e l l a uppgi f t s f o rmat e t komplexar e än det konvent ionel l a (NOG). Konsekvense r a v det er hållna ut fal let di skut e ras.

Abstract [en]

The aim of this study was to test a logical and sequential problem-solving strategy for a quantitative-numerical test(NOG). This test is one of t h e si x subt est s i n the so-cal ledSwed i s h Schol ast i c Apt i t ude Test . The pr obl em- sol v i n g st rat egywas t aken a s the star t ing-point for t h e const ruct ion of an exper i menta l i tem f ormat (N0Gx x ) and the desi g n of the s tudy wasbased on a compa r i s o n of t h e same test i n two versi ons: oneconvent ional (NOG) and one exper iment a l (N0Gx x ) . Indi cat i onsof exper iment - and cont rol g roup bei n g ini t ial l y comparab l ewi t h r egar d t o per f o rmanc e wer e obt a i ned f rom a verbal pretest(DRD) . The subj ect s wer e 264 st udent s f rom al l f ive l ines i ng rade 3 i n the upper seconda r y school . The outcome of t h es tudy di d not show any di f ference i n mean scor e , based onei ther convent ional or di f ferent ial scor e , between the g roupwhi c h had t aken the exper iment a l (NOGx x ) and the g roup wh i c hhad t aken t h e convent ional (NOG) i tem f o rmat . Thi s i ndi catedthat t h e sequent ial pr obl em- sol v i n g st rategy di d not hav e anydi rect l y obv ious ef fect s and indi rect ly, i t i ndi cat e d thatt h e convent ional i tem f ormat was not comp lex. I f t h e anal ysi swas based on C or E bei n g t h e cor rect r espons e t h e exper imentali tem f ormat was al s o more comp l e x t han t h e convent ional(NOG). Consequence s of t h e obt a i ned outcome ar e di scussed.

Place, publisher, year, edition, pages
Umeå: Umeå universitet , 1981. , 24 p.
Series
Pedagogiska rapporter Umeå, ISSN 0348-9388 ; 99
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:umu:diva-67838OAI: oai:DiVA.org:umu-67838DiVA: diva2:614292
Projects
digitalisering@umu
Note

nr 99 1980 på omslaget

Available from: 2013-04-04 Created: 2013-04-04 Last updated: 2013-04-09Bibliographically approved
In thesis
1. Effekter av övning och instruktion på testprestation: Några empiriska studier och analyser avseende övningens och instruktionens betydelse för testprestationen
Open this publication in new window or tab >>Effekter av övning och instruktion på testprestation: Några empiriska studier och analyser avseende övningens och instruktionens betydelse för testprestationen
1981 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This report consists of a compilation of a number of studies, which all of them have dealt with the effects of practice and instruction upon a person's test results. A literature review based on a dichotomy of practice and instruction under short-term and long-term conditions respectively, as well as on the denign of the investigations and certain characteristics of the individuals, resulted in general as well as in more specific statements on the arising of practice and instruction effects. In all the empirical investigations quantitative-numerical tests were used (KVR and NOG respectively), where one-of them (NOG) is a part of the so-called Swedish Scholastic Aptitude Test. The basic aim was to investigate if short-term practice (KTÖ) and short-term instruction (KTI) could have an effect upon the score of these tests. In this case practice was defined as taking a pre-test, and in the first three studies the instruction consisted of two phases: a first one concerning general testing strategies, and a second one concerning a specially adapted problem solving strategy. As a basis for the forming of this special problem solving strategy for NOG served a logically constructed and sequential problem solving strategy, which was formed as a direct influence on the individual via instruction in the first three studies, and as an indirect influence on the individual via the item format in the last three studies. From the achieved results can be mentioned that the literature paid attention to the importance of a person's knowledge of and familiarity with tests and examinations in a specific as well as in a more general sense. If a person has no or very little former experience of tests there is a certain probability that there will be a higher score due to KTÖ or KTI. This probability is reduced considerably if the person has some or relatively great former experience in this respect. This was also verified indirectly in the empirical studies, which were mainly carried out on individuals who could be classified as experienced in and familiar with tests. No practice or instruction effects could be found either in the first three studies or indirectly in the last three studies. In these ones a specially constructed item format had been used, which had been formed according to the sequential problem solving strategy. With the intention to obtain an interpretation frame for practice and instruction effects on tests, the basis in this report has been a theoretically constructed model, whereby the achieved effects are first of all related to the individual variable former experience, and secondly to whether a test consists of correctly or incorrectly constructed items.

Place, publisher, year, edition, pages
Umeå: Umeå universitet, 1981. 45 p.
Series
Akademiska avhandlingar vid Pedagogiska institutionen, Umeå universitet, ISSN 0281-6768 ; 14
Keyword
Practice, instruction, coaching, item format, test-taking behaviour, test-wiseness, validity
National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-16609 (URN)91-7174-074-0 (ISBN)
Public defence
1981-05-15, Humanisthuset, hörsal F, Umeå universitet, Umeå, 10:15
Projects
digitalisering@umu
Available from: 2007-10-07 Created: 2007-10-07 Last updated: 2015-04-09Bibliographically approved

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Uppgiftsformat, partiell kunskap och säkerhet på ett kvantitativt-numeriskt prov(1959 kB)68 downloads
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Henriksson, Widar

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