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  • 1.
    Abrahamsson, Mattias
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Almarlind, Pia
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Bergqvist, Göran
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Lundgren, Christer
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Ämnesproven 2011 i grundskolans årskurs 9 och specialskolan årskurs 102012In: Ämnesproven 2011 i grundskolans årskurs 9 och specialskolans årskurs 10, Stockholm: Skolverket , 2012, , p. 28-43p. 28-43Chapter in book (Other academic)
  • 2.
    Abrahamsson, Mattias
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Almarlind, Pia
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Bergqvist, Göran
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Lundgren, Christer
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Ämnesproven i grundskolans årskurs 9 och specialskolans årskurs 10 årskurs 9, 2013: Biologi, fysik och kemi, årskurs 9, vårterminen 20132013Report (Other academic)
  • 3.
    Abrahamsson, Mattias
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Almarlind, Pia
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Bergqvist, Göran
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Lundgren, Christer
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Ämnesprovet i NO: biologi, fysik och kemi2013In: Ämnesproven 2012 i grundskolans årskurs 9 och specialskolans årskurs 10 / [ed] Skolverket, Stockholm: Skolverket , 2013, , p. 32-44p. 32-44Chapter in book (Other academic)
  • 4.
    Albertsson, Pontus
    et al.
    Umeå University, Faculty of Medicine, Department of Surgical and Perioperative Sciences, Surgery.
    Sundström, Anna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Evaluation of Insight Training of Ambulance Drivers in Sweden Using DART: a New E-learning Tool2011In: Traffic Injury Prevention, ISSN 1538-9588, E-ISSN 1538-957X, Vol. 12, no 6, p. 621-629Article in journal (Refereed)
    Abstract [en]

    Objective: The aim of the study was to evaluate whether a new e-learning tool for insight training of ambulance drivers can have an effect on drivers’ driving behaviors, perceived driving competence, competence to assess risks, self-reflection, and safety attitudes.

    Methods: A quasi-experimental study design, with participants nonrandomly assigned into a control and intervention group, was used. The intervention group participated in the insight-training course and the control group did not. Both groups completed a self- and peer assessment online questionnaire before and after the training.

    Results: The main finding is that the ambulance drivers assessed themselves through the instruments after the training, with the e-learning tool Driver Access Recording Tool (DART), as safer drivers in the areas of speed adaptation, closing up, and overtaking. In the answers from the group-based evaluation, the ambulance drivers responded that they were more reflective/analytical, had increased their risk awareness, and had changed their driving behaviors.

    Conclusions: After insight training, the ambulance drivers in this study assessed themselves as safer drivers in several important areas, including speed adaptation, closing up, and overtaking. In future training of ambulance drivers there should be more focus on insight training instead of previous training focusing on maneuvering capabilities.

  • 5.
    Alger, Susanne
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Prov för förarbevis för moped klass II: Enkätstudie avseende provkonstruktion och provgenomförande2012Report (Other academic)
    Abstract [en]

    In 2009 a requirement to obtain a driver’s certificate was introduced for riding a class II moped. In order to obtain a driver’s certificate test-takers are required to complete a compulsory course and pass a test. In this report the second part of an evaluation of testing practices for the driver’s certificate for moped class II is presented. In the first part of the project the content and quality of a number of tests was examined.

    This second part of the project focuses on the development or selection of tests and the administration of the tests. After an interview guide and a web questionnaire were designed 33 test administrators were asked to fill in a questionnaire or take part in a telephone interview. 22 test administrators filled in the questionnaire. Another two test constructors were interviewed.

    All  the test administrators we reached still use the test enclosed with their application for administering tests. Fifteen of them use the test constructed by the Swedish National Association of Driving Schools (STR) and are pretty happy with that. The items in STR’ s test are constructed by a group who meet up a couple of times per year to develop and review items which are then placed in a data base, marked with the appropriate driving licence category. Later on, the items are reviewed further. Since class II was an additional category there was no such marking in the data base so an employee had to manually search for and pick out suitable items for the tests produced in 2009.

    Most test administrators who used self-constructed tests stated that they had chosen to do so since there were no other tests available at the time. Some stated that it suited them best to design the test themselves. The descriptions of the test development process are not particularly detailed, but often mention using the requirements from the Swedish Transport Agency as a starting point.

    STR’s tests are, with one exception, administered via computer, while the other tests are pen-and-paper tests. Often the tests are administered to one test-taker at a time, and nobody administers them to groups of more than 16 people. Test administration seems to adhere to the rules, but four test administrators claim that there is only one version of the test (should be at least 2).

    Some of the test administrators examine what items the test-takers have problems with in order to adapt their teaching or the test. It is common to require failed test-takers to study more at home before retaking the test, but most test-takers pass at their first attempt.

  • 6.
    Alger, Susanne
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Det praktiska körprovet 2009-2011: analys av datas tillförlitlighet samt provresultat och trender2013Report (Other academic)
    Abstract [en]

    The aim of this report is to examine the reliability of data from the practical driving test for category B 2009-2011 and study the composition of the group of test-takers and results and changes in pass rates over time during the period. Based on the data checks done it can be concluded that data is reliable. Data from 2011 does not comprise the entire year, but when data for the equivalent period previous years is compared with the year as a whole the differences are negligible.

    There are certain differences between groups as to the proportion of passed tests. A larger proportion of test-takers below the age of 20 pass the test compared to older test-takers. A larger proportion of test-takers who were registered by a driving school passed than those who registered themselves. If you divide the test-takers by gender and type of registration a somewhat larger percentage of the men passed the driving test. As for average number of mistakes there are no major differences between the sexes except for manoeuvring.

    As for the content of the test, the most common areas to test are street crossing, driving towards a goal and reversing. Motorway, lanes, roundabouts and signalled crossings are more commonly tested at the main offices, while narrow winding roads, railway crossing and turning off a main road are more common in the other places. Street crossing, lanes and motorway are the situations where the largest percentage of test-takers fails. The percentage of fails for each curricular module are fairly similar for main offices and other offices, but the proportion of fails is higher for roundabouts, driving towards a goal and railway crossings at the main offices. The requirement for attention and identifying risks is the hardest for test-takers to fulfil.

    When comparing the results with previous years we find that the group differences are fairly similar, but the percentage of tests registered via a driving school continues to decrease. It is more common to include reversing in the test. Even though test-takers who has failed the theory tests are now allowed to take the practical driving test the percentage of passed tests remains on the same level for tests registered via driving schools and has only decreased by a couple of percentage points for the remaining tests.

  • 7.
    Alger, Susanne
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Jämförelser mellan provorter: en studie av körprov för behörighet B2016Report (Other academic)
    Abstract [en]

    There are more than 130 places in Sweden where driving tests can be carried out, with their own particular traffic environments, examiners and test-takers. The test-takers' ages and their preferred method of registering for the test vary between places. In some places only a few tests are carried out and in some a large number of tests. In some places certain aspects of the traffic environment are absent, like motorways, railway crossings or roundabouts. The intensity of traffic also varies between different locations. In short, there are many aspects that can vary between individual tests. In this report various ways of presenting such differences and some ways of categorizing places are explored.

    Does this have consequences for results? It is difficult to analyse as several variables probably interact and are hard to untangle and due to the nature of the data. The result is binary – pass/fail – which limits what analyses can be made – and there are many categories in the variables place and examiner. In order to achieve fewer categories some can be collapsed into fewer and larger categories. The question is then how many categories and what criteria should be used to form them. When analyses are made we can see that the content of tests differ both within a particular location and between different places. It is, however, unclear if the same or different skills and abilities are measured in different places, but nevertheless not as simple as to claim that it is "easier" to obtain a licence in certain places than others based on simple comparisons of success rates. Test-takers' age and method of registration for the test, aspects that we know are connected to the percentage of passed tests, also differ between places.

  • 8.
    Alger, Susanne
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Samma prov - andra provtagare: en studie av förändringar i körprovsresultat och provtagargruppens sammansättning2017Report (Other academic)
    Abstract [en]

    The purpose of this study is to describe the trend regarding the pass rate for the driving test and examine to what degree changes of the pass rate can be linked to changes in the composition of the group of test-takers. Previously there have been no trend studies exploring changes with regard to the language of the theory test, i.e. whether the test-takers take the test in Swedish or another language so special attention will be given to this aspect.

    The composition of the group of test-takers has changed quite a lot over the last 20 years. Test-takers can either register for the test via a driving school or on their own. The percentage of tests registered via a driving school has decreased, and in later years the number of driving tests not registered via a driving school following theory tests in other languages than Swedish has increased. The pass rate among the tests that were not registered via a driving school has decreased more than for those registered via a driving school. If the results are weighted to reflect the distribution of groups as it was in 1998 or 2010 one may conclude that if the total group of test-takers had had the same composition in later years the pass rate would probably not have decreased as much.

    If theory tests are categorised according to whether they were carried out in Swedish or another language (translated or interpreted) results show that the percentage of tests in other languages has increased significantly since 2013. The percentage of driving tests following theory tests in other languages has also increased. Most of the driving tests after theory tests in other languages are carried out by test-takers who are 25 years or older and who have not registered for the test via a driving school. Such tests are also failed to a greater degree.

    Many more tests are administered today than 10 or 20 years ago. The number of test-takers increased by 87 per cent between 1998 and 2016 while the number of tests increased by 137 per cent. A contributing factor is the change in 2008 that all were allowed to take the driving test regardless of result on the theory test (previously only those who passed could). If results on the driving test are divided by result on the preceding theory test (pass/fail) it turns out that the pass rate has decreased at roughly the same rate since 2012 for both those who failed and those who passed the theory test. However, a larger proportion of those who have passed the theory test also pass the driving test.

    The changes in conditions for taking the driving test does not constitute the whole explanation. If comparing the number of driving tests in 2010 (when all were part of the new system) and 2016 the increase is 22 and 33 per cent respectively.

    When performing analyses based on test-takers rather than tests it is also clear that the number of test-takers who are 25 or older and not registered via a driving school is increasing. At least from 2013 this increase is almost entirely due to test-takers who have taken the theory test in other languages than Swedish.  In 1998 24 per cent of the test-takers only took tests for which they had not registered via a driving school. In 2010 that percentage was 42 per cent an in 2016 53 per cent. Students who do not register for the test via a driving school also carry out more tests on average within the year than those who do.

    Test-takers who carry out many driving tests have, to a greater extent than others, had the examiner intervene (e.g. by braking) during their first test attempt, which perhaps is a consequence of not being properly prepared.

    To summarize: the trend with decreasing pass rate, an increasing proportion of older test-takers and of tests not registered via a driving school that has been visible over the last 20 years or so seems to be continuing. When looking at trends in a shorter perspective, the most notable change is the increase in theory tests that are taken in languages other than Swedish. These tests are, to a great extent, taken by older test-takers, not registered via a driving school, factors that are associated with a lower pass rate. Findings may inform policy makers and other stake-holders when it comes to understanding changes in the composition of test-takers and how possible efforts to increase pass rates could be targeted.

  • 9.
    Alger, Susanne
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Sämre  år för år?: En studie av förändringen av andelen godkända på körprov för körkortsbehörighet B2012Report (Other academic)
    Abstract [sv]

    Vägverket har samlat in en mängd data i samband med körproven under många år. Ett av de mått som presenterats är andel godkända prov och denna andel har minskat under perioden 1998-2008. I denna rapport diskuteras faktorer som kan påverka resultatet och hur detta kan tolkas. Som bakgrund presenteras några generella frågeställningar som gäller mätningar följt av en beskrivning av förändringar som rör förarprovet.

    Syftet med denna studie är att undersöka i vilken mån förändringar av andelen godkända på körprovet kan kopplas till förändringar i provtagar­gruppens sammansättning. Som underlag har använts de data som sam­lats in i samband med körprovet.

    För att undersöka om kunskapsnivån eller gruppens sammansättning förändrats mest har resultaten delats upp utifrån sexton delgrupper. Indelningsgrunderna har varit ålder, kön och anmälningssätt. Inom respektive grupp har resultaten varit tämligen stabila över tid. Det är bland de privatanmälda eleverna man kan se en nedåtgående trend. Samtidigt har andelen privatanmälda ökat. Om man viktar resultaten för att återspegla den fördelning mellan grupper som rådde 1998 kan man konstatera att om provtagargruppen hade haft samma sammansättning under de följande åren skulle andelen godkända totalt ha varit högre under dessa år än vad som nu är fallet.

  • 10.
    Alger, Susanne
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Trender 1998-2015 avseende förändringen av andelen godkända på körprov för körprovsbehörighet B2016Report (Other academic)
    Abstract [en]

    The Swedish Road Administration has, over the years, gathered a lot of data in connection with the driving test. One of the statistics used is the percentage of passed tests and this number has decreased since 1998. In a previous report factors which can affect the result and possible interpretations of results were discussed in terms of to what degree changes in the percentage of passed tests were connected to changes in the composition of the group of test-takers. This is a follow-up of that study with more recent data which includes analyses of the composition of test-takers both based on individuals and on tests.

    Many results are presented in terms of 16 categories based on test-takers’ age, sex and how they were registered for the test. Within each category the results are comparatively stable over time. It is among test-takers who did not register for the test via a driving school that you can discern a downward trend regarding the percentage of passed tests. The percentage of such test-takers in the group as a whole has increased.

    In 2008 a major change was introduced as all who took the theory part of the test also took the driving test. Previously this was restricted to those who passed the theory test. Such a change affects the percentage of passed tests which got slightly higher for driving tests preceded by a passed theory test and slightly lower for driving tests preceded by failed theory tests.

    If results are weighted to reflect the distribution of groups as it was in 1998 one may conclude that if the total group of test-takers had had the same composition as 1998 over the years that followed the total percentage of tests resulting in a pass would have been greater than what is now the case.

  • 11.
    Alger, Susanne
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Uppföljning av sammanhållet förarprov: Utvärdering av effekter av ett sammanhållet teoretiskt och praktiskt förarprov mellan 2007 och 20132014Report (Other academic)
    Abstract [en]

    On September 1, 2008 a new test model for the Swedish driving licence test was introduced. In the new test model the theory test and the driving test are viewed as integrated and they are booked at the same time. First the test-taker takes the theory test and then, on the same day or within a short time period, he or she takes the driving test. The driving test shall always be performed, irrespective of the result on the theory test. In order to obtain a driving licence the test-taker must pass both the theory test and the driving test within a two-month period from the point when the first test is passed – otherwise new fees must be paid and both tests must be retaken. Previously only the test-takers who had passed the theory test were allowed to take the driving test and the result on the theory test was valid for a year.

    After the new model was introduced a study was conducted to examine whether the change had resulted in an improved pass-rate for the two parts of the test – the theory test and the driving test – and whether the integration of the test parts had improved. The results were presented in a report in 2010 (Alger, Henriksson, & Wänglund, 2010).

    In order to examine whether the initial positive effects are lasting a follow-up study has now been conducted where data from the period before the change (2007) are compared with samples from the corresponding periods in later years.

    As for the theory test a somewhat higher percentage of the tests result in a pass after the introduction of the new test model. However, the major difference between 2007 and later years is the percentage of tests registered via a driving school. The number of tests registered via driving schools is significantly higher after the change and the test-takers registered for the test in this manner are more likely to pass the test than those who registered themselves directly. The mean score has increased for almost all competence areas, but the differences are small.

    When it comes to the driving test the results of tests carried out between December 2007 and the end of February 2008 were compared with the results of the driving tests carried out during the corresponding period in later years. If all tests are included, i.e. also those following on a failed theory test, 59 per cent of the tests were passed in 2008/09 and 56 per cent in 2011/12. In order to make a fair comparison the results of the driving tests preceded by passed theory tests were compared. In the old system, where everybody who took the driving test first had passed the theory test 59 per cent of the driving tests resulted in a pass. Out of those who had passed the theory tests in the new system 66 per cent passed the driving test 2008/09 and 62 per cent 2011/12.

    The analyses also showed that there was a connection between results on the theory test and the driving test as test-takers with a high score on the theory test were more likely to pass the driving test.

    In summary the downward trend for the percentage of passed theory tests that was apparent before the introduction of the new model seems to have been broken. There was a marked increase in the percentage of tests registered via a driving school in connection with the change. The total percentage of passed theory tests has increased somewhat after the introduction of the new test model and the mean score has increased even though the difference is rather small. When it comes to the driving test the percentage of passed tests has increased after the introduction of the new system if you compare the driving tests preceded by passed theory tests. If the driving tests after failed theory tests are also included the percentage of passed tests has decreased, albeit perhaps not as much as could be feared. All in all more tests are carried out in the new system, but the average number of tests per passed test has only increased marginally. From the data we have access to, only a few test-takers have passed the same type of test more than once as a consequence of failing to pass both the theory test and the driving test within a two-month period. In closure the new system has not brought about any major changes (apart from the substantial increase of theory tests registered via a driving school). Even though we cannot know what the situation would have been without the introduction of the new test model, it seems like the changes carried out have had an effect in breaking the clearly negative trends prevailing before the change.

  • 12.
    Alger, Susanne
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Henriksson, Widar
    Umeå University, Faculty of Social Sciences, Department of Educational Measurement.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Prov för förarbevis för moped klass II2012Report (Other academic)
    Abstract [en]

    In October 2009 a requirement to obtain a driver’s certificate was introduced for riding a moped class II. In order to obtain a driver’s certificate test-takers are required to complete a compulsory course and pass a test. Those who applied for permission to arrange tests for moped class II had to submit an example of a test to the Swedish Transport Agency with their applications. We have studied a sample of those tests. The content of the tests were analysed in order to determine to what extent the stipulated content of the regulations was covered. Compliance with general guidelines for item construction and whether the regulations concerning number of questions were met was also examined.

    Among the 34 selected examiners 11 had developed their own test. The remaining examiners stated that they used the test developed by the Swedish National Association of Driving Schools (STR). Regulations for the test (TSFS 2010:80) stipulate that it should consist of 25 to 35 items. All tests in the study contained at least 25 items. With a couple of exceptions there are items from all four content areas outlined in the regulations. The main emphasis in the tests is on Traffic rules. The goals stipulated for the training and the goals stipulated for the test do not correspond entirely which probably is the reason why many items contain content not defined in the requirements for the test. However, most of such items can be linked to goals for the training.

    As to shortcomings in the test some items could for example have been phrased more clearly and contained more information. Some response options deviate from the others or are just too unlikely which unfortunately makes the number of selectable options smaller.

    Both content and design of the tests vary considerably why it would be best to let the Swedish Transport Agency develop the test for the conditional driving licence for mopeds class II. The test would be more uniform and equivalent, which would mean a fairer testing. It would be possible to strive for parallel tests. It would also be easier to supervise the results and the quality of the tests than is possible with the current system of supervision.

  • 13.
    Alger, Susanne
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Sundström, Anna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Beskrivning av data om det praktiska förarprovet 1998-2005 och analys av tillförlitligheten2011Report (Other academic)
    Abstract [en]

    The aim of this report was to examine the reliability of data from the driving test 1998-2005 and give a basic presentation of data from these years. In order to improve the quality of the data tests that do not appear to have been completed and unnecessary duplicates were removed. After cleaning and recoding, the data can be regarded as reliable.

    From the basic presentation in the report you find that there are certain differences between groups during this period. A larger proportion of test-takers below the age of 20, who make up around half the test-takers, pass the test compared to older test-takers and had a lower average of failed aspects. More men than women took the test and a larger percentage of women were registered by a driving school. A larger proportion of test-takers who were registered by a driving school passed than those who registered themselves. If you divide the test-takers by gender and type of registration a somewhat larger percentage of the men passed the driving test. As for average number of mistakes there are no major differences between the sexes except for manoeuvring.

    As for the content of the test, attention and traffic behaviour are the areas with the largest number of fails. Security check, street crossing and driving towards a goal are the most common areas to test while efficient braking is rare. When you study the content of the test at the main offices and sub-offices you will find that motorway, lanes, signalled crossing and roundabouts are more common at the main offices, while the opposite is true for narrow and wide roads, turning around, left or right.

    As for changes over time you find that the percentage of test-takers registered by driving schools has decreased over the period, as has the percentage of passed tests, both as a total and the percentage who passed their first test. The percentage of passed tests among those who registered for the test themselves has decreased, but there is no obvious downwards trend for those who were registered via a driving school. Efficient braking has become even rarer.

  • 14.
    Alger, Susanne
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Sundström, Anna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Beskrivning av data om det praktiska förarprovet 2007-2008 och analys av tillförlitligheten2011Report (Other academic)
    Abstract [en]

    The aim of this report was to examine the reliability of data from the driving test for passenger cars 2007-2008 and give a basic presentation of data. The quality of the data was improved by removing tests that do not appear to have been completed and unnecessary duplicates.

    Two major changes occurred during these years. One was that a new driving test and a new test form, for which the data was registered via a digital pen, were introduced in December 2007. Previously data from the test forms had been scanned optically. The work with the new type of data registration led to data for 2007 not being scrutinized in the usual way, which in turn led to these not having the same quality as previous years. Introduction of the digital pen meant that problems caused by the scanning disappeared. However, it turned out that unintentional markings with the digital pen could lead to duplicates being registered. The other major change was the introduction of a new test model in September 2008. From then on it was not only those who had passed the theory test who took the driving test, which must be considered when comparing data with previous years.

    From the basic presentation in the report you will find that there are certain differences between groups. Test-takers below the age of 20 pass the are more likely to pass the test than older test-takers. More men than women took the test and a larger percentage of women were registered by a driving school. A larger proportion of the test-takers who were registered by a driving school passed the test than those who registered themselves. If you divide the test-takers by gender and type of registration a somewhat larger percentage of the men passed the driving test. As for average number of mistakes there are no major differences between the sexes except for manoeuvring. When you study the content of the test at the main offices and sub-offices you find that motorway, driving in lanes, light signal controlled intersection and roundabouts are more commonly tested at the main offices, while the opposite is true for narrow and wide roads/highways, turning around, left or right/ approaching or turning off main roads.

    As for changes over time the security check, which earlier was tested on almost all tests, has become less common in 2008 while revers­ing has been tested very often.The percentage of test-takers registered by driving schools have decreased over the period, as has the percentage of passed tests. Bear in mind, though, that the test model has changed.

  • 15.
    Almarlind, Pia
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Social moderation for equality and justice: Teacher Collaboration when assessing and grading in higher education2015Conference paper (Refereed)
  • 16.
    Almarlind, Pia
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Abrahamsson, Mattias
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    A study of inter-rater agreement when teachers assess students´laboratory skills in science.2012Conference paper (Other academic)
  • 17.
    Almarlind, Pia
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Abrahamsson, Mattias
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    De nationella ämnesproven för åk 9, 2009-2012. Reflektioner.​​2013Conference paper (Other academic)
    Abstract [sv]

    Föreläsningen presenterar resultat, analyser och slutsatser från de fyra genomförda ämnesproven, 2009-2012, enligt Lpo94. Utifrån erfarenheter från ämnesproven 2009-2012 presenteras därefter en inblick i de nya ämnesproven enligt Lgr11, så som provens utformning, följt av en diskussion om de utmaningar, möjligheter och problem som proven medför.

  • 18.
    Almarlind, Pia
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Lind Pantzare, Anna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Are the influences from social and political agents beneficial and a necessity in thedevelopment and validation of educational assessments?2016Conference paper (Refereed)
    Abstract [en]

    In order to produce sound and valid tests with respect to the Standards (American Educational Research Association, American Psychological Association, & National Council on Measurement in Education, 2014) there are a lot of issues to consider and take into account. Especially when developing tests on a national level. In addition, there are often several stakeholders having an ambition to influence the tests in different directions. Sometimes these stakeholders agree, but often their requests are diametrically opposed and it is not unusual that the requests are not in line with a good measurement practice. In the midst are the test developing organisations, commissioned to develop products that are valid in relation to the aim/aims for the test and therefore being developed within a sound measurement practice but also accepted by all users.

     

    As described in the theme for the conference this external influence from stakeholders on the tests is immense and sometimes described as only negative. Often there are politicians who uses educational assessments, like national tests or exams, to control the school system on the one hand but on the other hand using the tests to implement changes. At the same time the politicians are sensitive to reactions from the teachers, parents and other stakeholders since they are important groups of voters. In Sweden the debate is at the moment focused on the large number of national tests and the workload they entails to teachers but also students. In a recently published government-appointed inquiry (SOU 2016:25, 2016) it is suggested that the number of national tests should be reduced, that the remaining tests should be less extensive and that the tests should be easier to administer and mark, which probably will affect the validity of the tests.

     

    These external influences could, from a test developing perspective, be seen as problematic since it often introduces (rapid) changes of the tests. On the other hand, one could argue that these external influences are necessary prerequisites to have an ongoing process in order to develop the tests so that they become even more cost effective, valid and seen as valuable for the users.

     

    We think it would be interesting to discuss this complex system of, on the one hand, social and political agents trying to influence and change the national assessment systems and, on the other hand, the test developing organisations aiming to develop assessments that are valid. But at the same time these organisations are dependent of getting resources from the agents to fulfil the commission, which might affect which changes that are implemented and not.

     

    This is a proposal for a discussion group based on the broad question posed as title. Below we have specified some themes that would be interesting to discuss getting perspectives from different countries and testing systems.

     

    • How are the products, i.e. the tests, and the processes developing the tests affected by the influences from different social and political agents?
    • Are there stakeholders having greater impact, and if there are, is it a necessity or a risk? Why How?
    • Finally, is it maybe necessary to have this continuous external validation of the tests in order to develop, strengthen and legitimise them or does it “ruin the work”?
  • 19.
    Almarlind, Pia
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Lind Pantzare, Anna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Swedish national tests in science: assessment of students in a 21st century world2014Conference paper (Refereed)
    Abstract [en]

    Sweden has since 2009 had national tests for school year nine in the science (i.e. biology, physics and chemistry). These tests aim to assess the three competencies described in the curricula namely, review information, communicate and take a stand in questions related to the subject, conduct systematic investigations and use concepts theories and models to explain connections. Beginning from the end, the third competence is assessed trough a constructed response test, a test that can be seen as rather traditional science test. The second competence is assessed through a practical investigation that the students plan, conduct and evaluate. The first competence is assessed by a more complex item where the students are served some information which they are supposed to review and use in their argumentation when they take a stand. These tests include a lot of the competences aimed at when discussing assessment for the 21st century world; creativity, critical thinking, problem solving, communication, and decision-making.

    The assessment of laboratory work has been an obligatory part of the national tests from the beginning in 2009. Despite all problems with the practical handling in the school there has been an important part of the aim that the national tests should be exemplary. If the tests do not include a practical test why should the schools work with laboratory work in class? There was also statistics indicating that many of the schools did not work practical at all.

    When the new curriculum was introduced 2011 the competence to communicate was highlighted. Beside the more general definitions of communication several of the syllabi included a subject specific communication component. In the first version of the tests developed in relation to the new curriculum there has been a part assessing the students’ ability to communicate. In these items the students are supposed to scrutinize and analyse given information, communicate and make a decision. The items are connected to questions concerning energy, environment, resource use and health. One of the challenges is to really assess science communication and not communication in general.

    In this presentation we will discuss the rationales for this test model and show how the assessment looks like.

  • 20.
    Almarlind, Pia
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Åström, Patric
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    The national Natural science tests: The transition process from paper and pencil approach to a digital approach. A presentation from a test developers point of view.​2018Conference paper (Other academic)
    Abstract [en]

    The aim of this presentation is to give anoverview of the Swedish examination system how the national science tests havedeveloped over time. The aim is also to introduce the model of thetransformation process from paper and pencil approach to a digital approach.The presenters are looking forward discussing how to build and ensure thequality of different items e.g. animations, film clips andsimulations. The presentation will all consider the alignment of the new testitems with the curriculum aims.

  • 21.
    Almarlind, Pia
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Åström, Patric
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Abrahamsson, Mattias
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Bergvall, Erika
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    How to develop and design valid, innovative and complex computer-based items?: Discussion, sharing experiences and working with innovative item types in a digital environment.2017Conference paper (Refereed)
    Abstract [en]

    In Sweden the national tests are designed as a paper-based assessment, but some test parts give students the opportunity to present their proficiency orally and practically. In Sweden different universities are responsible for developing the national tests, commissioned by the National Agency of Education. In 2016 some universities were assigned to start the development of item examples for digital national tests. The idea is to gradually introduce digital national tests between 2018 and 2022. The tests are intended to measure student proficiency in relation to the Swedish curriculum and work as a support for consistent national assessment and grading.

    A project group at Umeå University, which is responsible for the national science tests, has started work on a test model for a digital national test in science. The test model is supposed to be aligned with the curriculum and fulfil its national aim. The project group also wishes to fully challenge item types in the digital sphere, where e.g. animations, film clips such as courses of events and simulations are available.

    The project group has in their process been inspired by the released digital item examples from PISA (http://www.oecd.org/pisa/test/other-languages/) and SimScientists (http://simscientists.org/home/index.php). Inspiration also comes from ATC21S (Griffin, Patrick, McGaw, Barry, Care, Esther (Eds.) 2012 and (http://www.atc21s.org/). The project group now wishes to be part of a larger network for further development work.

    Questions like what do different countries’ test systems look like, how do they build and ensure the quality of different item examples in a digital sphere, what do innovative digital item examples look like and how are they developed, need to be answered.

    In the first session of the workshop the presenters will give an overview of the Swedish test system and will present what some concrete examples of innovative paper-based items in science look like in the tests.

    In the second session the participants will have an opportunity to present some concrete examples of innovative items and share their knowledge, experiences and issues concerning the development and design of different types of innovative items in a paper-based and/or a computer-based test system. In this session the participants also will get the opportunity to answer the items. This opportunity will bring space for wider reflections around the developing potentiality.

    The third session will focus on collaboration and development of ideas. During this session the participants will work in small groups with practical tasks. The purpose is to develop concrete suggestions of ideas for some selected items, and see how the digital format can be used to given the purpose of the items e.g. start formulating items based on ideas presented in earlier sessions and develop items from new ideas. 

    In the fourth session each group will will be given an opportunity to provide feedback concerning the items discussed in session 3 in terms of opportunities, constraints, challenges and threats.

    Finally we will summarize the sessions by discussing what to bear in mind when developing different types of innovative computer-based items, how to move forward and how to create a future international network.

  • 22.
    Andersson, Ewa
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Who is a successful student from the perspective of university teachers in two departments?2003In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, ISSN 0031-3831, Vol. 47, no 5, p. 543-559Article in journal (Refereed)
  • 23. Atroshi, Isam
    et al.
    Lyrén, Per-Erik
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Development of the revised symptom severity scale2007In: Svensk ortopedisk förening Årsmöte, Svensk ortopedisk förening , 2007, p. 1-Conference paper (Other academic)
  • 24.
    Bylund, Per-Olof
    et al.
    Umeå University, Faculty of Medicine, Department of Surgical and Perioperative Sciences.
    Rolfsman, Ewa
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Saveman, Britt-Inger
    Umeå University, Faculty of Medicine, Department of Nursing.
    Injuries before and after the implementation of traffic safety countermeasures: a case study of a pedestrian and bicycle bridge2013In: Safety Science Monitor, ISSN 1443-8844, Vol. 17, no 2, p. 5-Article in journal (Refereed)
    Abstract [en]

    The implementation of community injury prevention programs in order to reduce injuries caused by road traffic incidents has been a public health priority for many years. The purpose of this case-study was to investigate whether the implementation of traffic safety countermeasures on a bridge for bicyclists and pedestrians was effective in reducing the number and severity of injuries. The study was based on data from the injury database at the University Hospital of Umeå and includes data from 74 injured persons. Injury incidence, injury severity and the circumstances associated with injury incidences are reported. There was an increase in the incidence of both moderate and more serious injuries, such as brain injuries and fractures of upper extremities, after the safety countermeasures were put in place. Falls due to overturning with the bicycle dominated among single crashes. Collisions and crashes caused by giving way to pedestrians or other bicyclists were the most common types of crash. The main finding is that the modification of the bridge, which aimed to reduce injuries, has not been successful, in particular with reference to the incidence of severe injuries.

  • 25.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    A cross-national study of student effort in TIMSS Advanced2012In: The International Test Commission Conference, Amsterdam, July 2012, 2012Conference paper (Refereed)
  • 26.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Betyg i den svenska skolan2011In: Utvärdering och bedömning i skolan: för vem och varför? / [ed] Agneta Hult, Anders Olofsson, Stockholm: Natur och kultur, 2011, 1, p. 65-81Chapter in book (Other academic)
  • 27.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Betygen i den svenska skolan2017In: Utvärdering och bedömning i skolan: för vem och varför? / [ed] Agneta Hult & Anders Olofsson, Stockholm: Natur och kultur, 2017, 2, p. 62-76Chapter in book (Other academic)
  • 28.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Cross-country differences in reported test-taking effort: A measurement invariance study2014Conference paper (Refereed)
  • 29.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Gender differences in test-taking motivation on low-stakes tests2007In: Paper presented at the annual meeting of the American Educational Research Association (AERA), Chicago, IL, 2007Conference paper (Refereed)
  • 30.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Motivational aspects in international studies of student knowledge2010In: The Nordic Educational Research Association (NERA) congress, 2010Conference paper (Other academic)
  • 31.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Motivational aspects of test-taking: Theoretical assumptions and empirical findings2008In: Invited presentation at the 1st annual conference of the Swedish national doctoral programme in educational assessment, 2008Conference paper (Other academic)
  • 32.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Psychometric evaluation of the Swedish version of the student opinion scale2012Other (Refereed)
  • 33.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Pupil perceptions of educational tests in school2012Conference paper (Refereed)
  • 34.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Self-reported effort and motivation: same construct in different cultures?2013Conference paper (Refereed)
  • 35.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Skill and will: test-taking motivation and assessment quality2010In: Assessment in education: Principles, Policy & Practice, ISSN 0969-594X, E-ISSN 1465-329X, Vol. 17, no 4, p. 345-356Article in journal (Refereed)
    Abstract [en]

    An achievement test score can be viewed as a joint function of skill and will, of knowledge and motivation. However, when interpreting and using test scores, the 'will' part is not always acknowledged and scores are mostly interpreted and used as pure measures of student knowledge. This paper argues that students' motivation to do their best on the assessment - their test-taking motivation - is important to consider from an assessment validity perspective. This is true not least in assessment contexts where the assessment outcome has no consequences for the test-taker. The paper further argues that the quality of assessment of test-taking motivation also needs attention. Theoretical and methodological issues related to the assessment of test-taking motivation are presented from a validity perspective, and findings from empirical studies on the relation between test stakes, test-taking motivation and test performance are presented.

  • 36.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Skill and will: test-taking motivation and assessment quality2007In: Key Note Address given at the 8th Annual Conference of the Association for Educational Assessment, 2007Conference paper (Other academic)
  • 37.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Student motivation and effort in the TIMSS advanced 2008 field study2010In: Proceedings of the 4th international research conference, 2010Conference paper (Refereed)
  • 38.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Testmotivation och testprestation: motivationsaspekter i internationella kunskapsmätningar2010In: PISA: sannheten om skolen? / [ed] Eyvind Elstad, Kirsten Sivesind, Oslo: Universitetsforlaget , 2010Chapter in book (Refereed)
  • 39.
    Eklöf, Hanna
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Costa, Denise Reis
    Knekta, Eva
    Changes in self-reported test-taking effort in relation to changes in PISA mathematics performance. Findings from PISA 2012 and PISA 2015 in Sweden2017Conference paper (Refereed)
  • 40.
    Eklöf, Hanna
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Elwood, Janette
    Queens University Belfast.
    Hopfenbeck, Therese
    Oxford University.
    Knekta, Eva
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Barrance, Rhian
    Queen's University Belfast.
    Students: researching views, opinions, perspectives and voice in assessment policy and practice2013Conference paper (Other academic)
  • 41.
    Eklöf, Hanna
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Hopfenbeck, Therese
    Kjaernsli, Marit
    Hva vet vi om elevers testmotivasjon?2012In: Kvalitet i norsk skole: Internasjonale og nasjonale undersokelser av laeringsutbytte og undervisning / [ed] Therese Nerheim Hopfenbeck, Marit Kjaernsli, Rolf Vegar Olsen, Oslo: Universitetsförlaget , 2012Chapter in book (Refereed)
  • 42.
    Eklöf, Hanna
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Jonsson, Bert
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Korhonen, Johan
    Åbo akademi, Vasa, Finland.
    Nyroos, Mikaela
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Stress och påverkan på de nationella provresultaten för åk 32014Conference paper (Refereed)
    Abstract [sv]

    Hur upplever 9-10 åringar de nationella proven i åk 3? Påverkar upplevelsen prestationen? Påverkas något matematikdelområde mer eller mindre av upplevelsen? Skiljer sig olika uppgifter åt beroende på om de har mer eller mindre text respektive bilder? Vad kan man som lärare tänka på och göra i allmänhet och i synnerhet vid prov/förhörssituationer?

    Läsåret 2012/13 genomfördes en studie med 624 st elever i åk 3 för att bringa klarhet i ovan frågor. Eleverna fick göra olika arbetsminnesövningar och svara på frågor om stress, motivation och attityder, etc. Teoretiskt tror man nämligen att allt för hög nivå av t ex stress (prestationsångest) sänker ens prestation på ett prov/förhör. Resultaten på de olika nationella delproven i matematik kördes därför statistiskt mot nivå av självrapporterad stress/ångest och uppskattad eller egentlig prestationsförmåga hos eleverna.

    Uppskattad eller egentlig förmåga att prestera i matematik för elever kan mätas genom t ex deras arbetsminneskapacitet. Arbetsminne är en kognitiv förmåga som är väl klarlagd för att väsentligen påverka prestation och utveckling inom t ex matematik- och läsförståelse hos både vuxna och barn (Menon, 2010). Det finns dessutom starka kopplingar mellan arbetsminneskapacitet och skolprestation i teoretiska ämnen. Majoriteten av de elever som har inlärningssvårigheter i skolan verkar även ha svag arbetsminnesförmåga (Gathercole et al., 2006).

    Arbetsminnet kan förenklat beskrivas som bestå av tre olika specialiserade komponenter. En huvudcentral som t ex kontrollerar, fördelar, uppmärksammar och processerar information, och hämtar/lagrar information från/i långtidsminnet. Till sin hjälp har denna huvudcentral en visuell-spatial del för hantering av bilder, former och dimension, samt en auditiv del för behandling av lingvistik (Baddeley, 1986). Matematik innefattar olika områden som beror av olika kognitiva förmågor (t ex huvudräkning, problemlösning), vilka i sin tur är relaterade till visuell-spatial och/eller auditiv fakta (Rasmussen & Bisanz, 2005).

    ”Provstress” eller ”provängslan” är en etablerad term för att beskriva elevers påverkan och upplevelse av prov. Termen innefattar ofta för barn observerbara beteenden (t ex gå på toan, vicka på stolen, titta sig omkring), tankar/oro (t ex jag kommer aldrig att klara det här, mina föräldrar kommer att bli arga om jag misslyckas), autonoma/somatiska reaktioner (t ex svettas, ont i magen, varm om kinderna) (Zeidner, 2007). Man tror att provängslan är ett inlärt beteende som väcks tidigt i skolåren (Pekrun, 2000). Det är ett väldigt inskränkande tillstånd (Rothman, 2004) som starkt kan begränsa elevers prestation i alla åldrar (Birenbaum & Gutvirtz, 1993). Även om ett visst mått av provängslan är nödvändigt för att öka fokus, motivation och förberedelse (Gregor, 2005), kan det i allt för höga nivåer negativt påverka en elevs prestation och resultat på ett prov (Zeidner, 2007), särskilt i matematik (e.g. Putwain, 2008). 

    Om och hur stark den kognitiva störningen är av provängslan används alltså i vår studie som ett mått eller symptom på elevers ev. underprestation. Vi undersöker också om eleverna uppvisar mer eller mindre av beteenden, autonoma reaktioner eller tankar relaterat till provängslan. Slutligen summerar vi våra resultat mot undervisning och prov/förhörssituationer. En jämförelse kommer även att göras med Finländska och Kinesiska åk-3 elever.

  • 43.
    Eklöf, Hanna
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Knekta, Eva
    The Swedish PISA decline: Can changes in reported test-taking effort explain changes in PISA performance?2016Conference paper (Refereed)
  • 44.
    Eklöf, Hanna
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Knekta, Eva
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Using large-scale educational data to test motivation theories: a synthesis of findings from Swedish studies on Test-Taking Motivation2017In: International Journal of Quantitative Research in Education, ISSN 2049-5986, E-ISSN 2049-5994, Vol. 4, no 1/2, p. 52-71Article in journal (Refereed)
    Abstract [en]

    With the purpose of mapping the test-taking motivation construct, theoretically and empirically, the current paper presents a synthesis of findings from test-taking motivation studies performed in various large-scale educational assessment settings. Self-report scales measuring reported motivation to spend effort on the test, and in some studies also other aspects of expectancy and value, have been administered to Swedish samples taking tests such as the Trends in International Mathematics and Science Study - Advanced (TIMSS), the Programme for International Student Assessment (PISA) and the Swedish National Tests. Taken together, results indicate that tests with lower stakes are associated with a lower level of reported test-taking motivation, that the expectancy-value theory seems a viable framework for interpreting the test-taking motivation construct, and that reported level of motivation consistently seems to have a significant effect on test performance, also when modelled together with other motivational and background variables.

  • 45.
    Eklöf, Hanna
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Lyrén, Per-Erik
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Lindberg, Jenny
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Test-takers' perceptions of the SweSAT: relevance, difficulty, and test-taking behavior2013Conference paper (Refereed)
  • 46.
    Eklöf, Hanna
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Nyroos, Mikaela
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Pupil perceptions of national tests in science: perceived importance, invested effort, and test anxiety2013In: European Journal of Psychology of Education, ISSN 0256-2928, E-ISSN 1878-5174, Vol. 28, no 2, p. 497-510Article in journal (Refereed)
    Abstract [en]

    Although large-scale national tests have been used for many years in Swedish compulsory schools, very little is known about how pupils actually react to these tests. The question is relevant, however, as pupil reactions in the test situation may affect test performance as well as future attitudes towards assessment. The question is relevant also in light of the changing assessment culture in Sweden and other European countries. The main purpose of the present study was to explore how a sample of grade 9 pupils perceived their first encounter with national tests in science, mainly in terms of perceived importance of the test, reported invested effort, and feelings of test anxiety, and how these aspects were related to test performance. Results show that a majority of the pupils seemed to perceive the test as rather important and claimed that they spent effort on the test. There was, however, also a fair group of students who did not perceive the test as very important. Ratings of perceived importance and invested effort and motivation were positively related to performance, particularly for the boys. Many students also reported that they felt anxious before and during the test, but the relationship between test anxiety and test performance was rather weak. Findings illuminate how pupils may perceive and behave in the assessment situation, and point to the need of further studies investigating the psychology of test-taking.

  • 47.
    Eklöf, Hanna
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Pavesic, Barbara Japelj
    Gronmo, Liv Sissel
    A Cross-National Comparison of Reported Effort and Mathematics Performance in TIMSS Advanced2014In: Applied measurement in education, ISSN 0895-7347, E-ISSN 1532-4818, Vol. 27, no 1, p. 31-45Article in journal (Refereed)
    Abstract [en]

    The purpose of the study was to measure students' reported test-taking effort and the relationship between reported effort and performance on the Trends in International Mathematics and Science Study (TIMSS) Advanced mathematics test. This was done in three countries participating in TIMSS Advanced 2008 (Sweden, Norway, and Slovenia), and the present study is the first to make a cross-national comparison of reported effort in the TIMSS context. Students in all three samples on average reported a rather low level of motivation to spend effort on the low-stakes TIMSS test and in all nations, there was a statistically significant relationship between reported effort and test performance. These patterns of results were similar for the three nations, although there were also differences. The Swedish students reported the lowest level of invested effort, and the relationship between reported effort and test performance was strongest for Sweden. Although the study has limitations, findings are potentially important and suggest that student effort and motivation needs continued monitoring in low-stakes assessment contexts such as TIMSS, Programme for International Student Assessment (PISA), or National Assessment of Educational Progress (NAEP).

  • 48.
    Eriksson, Ingela
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Henriksson, Widar
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Kunskapsprövningar i klassrummet: att bedöma elever2012In: Lärande Skola Bildning: grundbok för lärare / [ed] Lundgren, Ulf P., Säljö Roger, Liberg Caroline, Stockholm: Natur och kultur, 2012, 2, p. 295-326Chapter in book (Refereed)
  • 49.
    Grelsson, Gunnel
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Bergqvist, Göran
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Jacobsson, Niklas
    Nya kursprov i biologi och kemi för gymnasieskolan: bakgrund och resultat2013Report (Other academic)
    Abstract [sv]

    Nationella prov är obligatoriska i den kommunala skolan. De ges för gymnasial utbildning i tre ämnen: matematik, svenska och engelska. Bland de naturvetenskapliga ämnena har det under ett tiotal år även getts ut frivilliga prov i fysik. 2010 beslöt Skolverket att frivilliga kursprov för gymnasial utbildning skulle erbjudas även för kurserna biologi A och kemi A. Proven utvecklades vid institutionen för beteendevetenskapliga mätningar vid Umeå universitet och gavs ut vårterminen 2011. I denna rapport redovisas dels elevresultaten på dessa prov, dels lärarnas synpunkter på proven.

  • 50.
    Hanberger, Anders
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Saveman, Britt-Inger
    Umeå University, Faculty of Medicine, Department of Nursing.
    Bylund, Per-Olof
    Lundström, Ulf
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Mårald, Gunilla
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Rolfsman, Ewa
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Säkerhetsarbetets relevans och effekter: slutrapport från ett femårigt forskningsprogram2013Report (Other academic)
123 1 - 50 of 130
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