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Uppgiftsformat, partiell kunskap och säkerhet på ett kvantitativt-numeriskt prov
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 (English)
Abstract [sv]

Syftet med denna studie var att pröva en logiskt uppbyggd med sekvensiell problemlösningsstrategi för ett prov (NOG) avsett att mäta kvantitativ-numerisk förmåga. Provet ingår i den nuvarande versionen av det s k högskoleprovet. Individernas problemlösningsbeteende på NOG formades i enlighet med den sekvensiella problemlösningsstrategin via ett experimentellt uppgiftsformat (NOGx). Studiens design var en variant av en experiment-kontrollgruppsdesign, där jämförbarheten mellan de två ingående gruppernas initiala prestationsförmåga erhölls utifrån ett verbalt förprov (ORD). I studien ingick 257 elever från samtliga linjer i gymnasiets årskurs 3. Resultatet visade att den sekvensiella problemlösningsstrategin på det hela taget inte hade någon påvisbar effekt. Enbart i de fall där C eller E var korrekt alternativ förelåg en tendens till att uppgiftsformatet eller indirekt den sekvensiella strategin kunde ha viss betydelse. Betydelsen av alternativ C, E relativt A, B, D som korrekt alternativ framkom också vid försökspersonernas säkerhetsskattningar.

Abstract [en]

The aim of this study was to test a logical and sequential problem-solving strategy for a test (NOG) aiming at measuring quantitative-numerical ability. The test forms part of the present version of the so-called Swedish Scholastic Aptitude Test. The subjects' problem-solving strategy for NOG was formed via an experimental item format (NOG*). The design of the study was a variant of an experiment-control group design, where indications of comparability between the initial performance of the two groups were obtained from a verbal pretest (ORD). The subjects were 257 students from all lines in grade 3 in the upper secondary school. The results showed that the sequential problem-solving strategy did not, on the whole, have any noticeable effect. Only when C or E was the correct response was there a tendency of the item format or, indirectly the sequential strategy could have a noticeable effect. The significance of alternative C, E being correct in relation to A, B, D by the subjects' confidence ratings.

Place, publisher, year, edition, pages
Umeå: Umeå universitet , 1981. , 28 bl. p.
Series
Pedagogiska rapporter, Umeå, ISSN 0348-9388 ; 98
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:umu:diva-67949OAI: oai:DiVA.org:umu-67949DiVA: diva2:615188
Projects
digitalisering@umu
Available from: 2013-04-09 Created: 2013-04-09 Last updated: 2015-04-09Bibliographically 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(1841 kB)95 downloads
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