umu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
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
Uppgiftsformat och partiell kunskap på ett kvantitativt-numeriskt prov
Umeå University, Faculty of Social Sciences, Department of Education.
1981 (Swedish)Report (Other academic)Alternative title
Item format and partial knowledge on a quantitative-numerical test (English)
Place, publisher, year, edition, pages
Umeå: Umeå universitet , 1981. , 27 bl p.
Series
Pedagogiska rapporter, Umeå, ISSN 0348-9388 ; 97
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:umu:diva-67948OAI: oai:DiVA.org:umu-67948DiVA: diva2:616300
Projects
digitalisering@umu
Available from: 2013-04-16 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

Open Access in DiVA

Uppgiftsformat och partiell kunskap på ett kvantitativt-numeriskt prov(1501 kB)65 downloads
File information
File name FULLTEXT01.pdfFile size 1501 kBChecksum SHA-512
b74b31ed2fae92ae4a1f98852f44c8a3d115368801ee67e964002f591a33d805ea8cf571e80f3860beb58ae05661bf9c9da27267876328ae4717bfc306b17f04
Type fulltextMimetype application/pdf

Search in DiVA

By author/editor
Henriksson, Widar
By organisation
Department of Education
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 65 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 130 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
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