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  • 1. 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)
  • 2. Atroshi, Isam
    et al.
    Lyrén, Per-Erik
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Gummesson, Christina
    Responsiveness of the 6-item CTS symptoms scale in carpal tunnel syndrome2010Conference paper (Other academic)
  • 3.
    Atroshi, Isam
    et al.
    Department of Clinical Sciences, Lund University, Lund, Sweden.
    Lyrén, Per-Erik
    Umeå University, Faculty of Social Sciences, Department of Educational Measurement.
    Gummesson, Christina
    Department of Health Sciences, Division of Physiotherapy, Lund University, 22100 Lund, Sweden.
    The 6-item CTS symptoms scale: a brief outcomes measure for carpal tunnel syndrome2009In: Quality of Life Research, ISSN 0962-9343, E-ISSN 1573-2649, Vol. 18, no 3, p. 347-358Article in journal (Refereed)
  • 4. Atroshi, Isam
    et al.
    Lyrén, Per-Erik
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Ornstein, Ewald
    Gummesson, Christina
    Responsiveness of the 6-item CTS Symptoms Scale as a brief outcome measure in carpal tunnel syndrome2010Conference paper (Refereed)
  • 5.
    Atroshi, Isam
    et al.
    Department of Orthopedics, Hässleholm and Kristianstad Hospitals, Hässleholm, Sweden.
    Lyrén, Per-Erik
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Ornstein, Ewald
    Department of Orthopedics, Hässleholm-Kristianstad Hospitals.
    Gummesson, Christina
    Institutionen för hälsa, vård och samhälle, Avdelningen för sjukgymnastik, Lunds universitet, Lund, Sverige.
    The 6-item CTS symptoms scale and palmar pain scale in carpal tunnel syndrome2011In: Journal of Hand Surgery-American Volume, ISSN 0363-5023, E-ISSN 1531-6564, Vol. 36, no 5, p. 788-794Article in journal (Refereed)
  • 6.
    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)
  • 7.
    Henriksson, Widar
    et al.
    Umeå University, Faculty of Social Sciences, Department of Educational Measurement.
    Lyrén, Per-Erik
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Wästle, Gunnar
    Umeå University, Faculty of Social Sciences, Department of Educational Measurement.
    Inträdesprovsprojektet: Delprov 1: Teknik i användning2004Report (Other academic)
  • 8.
    Lyren, Per-Erik
    Umeå University, Faculty of Social Sciences, Educational Measurement.
    Score reporting on the Swedish Scholastic Assessment Test2008Conference paper (Other (popular science, discussion, etc.))
  • 9.
    Lyrén, Per-Erik
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Considerations when building and maintaining score scales for reporting test results2010Conference paper (Refereed)
  • 10.
    Lyrén, Per-Erik
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Högskoleprovet våren och hösten 2015: provtagargruppens sammansättning och resultat2016Report (Other academic)
  • 11.
    Lyrén, Per-Erik
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Högskoleprovet våren och hösten 2016: provdeltagargruppens sammansättning och resultat2017Report (Other academic)
    Abstract [en]

    Since spring 1977 the Swedish Scholastic Assessment Test (SweSAT) has been used as an instrument for selections to higher education. The aim of this report is to describe the groups of test-takers in the spring and autumn 2016 regarding composition and test scores. Results are presented for test-takers of different gender, age and background education. Further, a description is given of the norming and equating procedure and the outcome of the standardization. Also, repeated test-taking is examined and discussed.

  • 12.
    Lyrén, Per-Erik
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Learning from results of admissions tests: The value in reporting subscores2011Conference paper (Other academic)
  • 13.
    Lyrén, Per-Erik
    Umeå University, Faculty of Social Sciences, Department of Educational Measurement.
    Reporting subscores from college admission tests2009In: Practical Assessment, Research & Evaluation, ISSN 1531-7714, E-ISSN 1531-7714, Vol. 14, no 4Article in journal (Refereed)
    Abstract [en]

    The added value of reporting subscores on a college admission test (SweSAT) was examined in this study. Using a CTT-derived objective method for determining the value of reporting subscores, it was concluded that there is added value in reporting section scores (Verbal/Quantitative) as well as subtestscores. These results differ from a study of the SAT I and a study of a basic skills test and thus highlight the need for practitioners and researchers to gather empirical evidence to support the reporting ofsubscores. The cause of the disparate results seems to be related to differences in the composition ofthe tests rather than differences in the composition of the examinee groups.

  • 14.
    Lyrén, Per-Erik
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Atroshi, Isam
    Lunds universitet; Hässleholm och Kristianstad sjukhus.
    Using item response theory improved responsiveness of patient-reported outcomes measures in carpal tunnel syndrome2012In: Journal of Clinical Epidemiology, ISSN 0895-4356, E-ISSN 1878-5921, Vol. 65, no 3, p. 325-334Article in journal (Refereed)
    Abstract [en]

    Objective To compare responsiveness based on item response theory (IRT) with that based on conventional scoring for two patient-reported outcomes measures in carpal tunnel syndrome (CTS); the short disabilities of the arm, shoulder, and hand (QuickDASH) measure, and the 6-item CTS symptoms scale (CTS-6).

    Study Design and Setting Prospective cohort study of patients with CTS undergoing carpal tunnel release at one orthopedic department. Of 455 consecutive patients, 343 completed the QuickDASH and the CTS-6 before and within 1 year after surgery. IRT-based and conventional scores were compared in subgroups according to global rating of change in hand status and treatment satisfaction. The effect size (ES) and the area under the receiver operating characteristic (ROC) curve were used as measures of responsiveness.

    Results The mean value for the IRT-based QuickDASH estimate was −0.09 (standard deviation [SD] = 1.13) preoperatively and −2.14 (SD = 1.79) postoperatively (ES = −1.8) and for the CTS-6 estimate was 0.29 (SD = 1.36) preoperatively and −3.87 (SD = 2.3) postoperatively (ES = −3.1), indicating very large improvement. The ES for the QuickDASH and CTS-6 were very large (−2.4 and −3.8), respectively, in the group with the largest perceived improvement and decreased with lower perceived improvement. The ES was consistently larger with IRT-based scoring than conventional scoring. The AUC for the QuickDASH and CTS-6 exceeded 0.85.

    Conclusion IRT-based scoring showed high responsiveness for the QuickDASH and CTS-6, and the ES were larger than those estimated using conventional scoring.

  • 15.
    Lyrén, Per-Erik
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Hambleton, Ronald K.
    University of Massachusetts, Amherst.
    Consequences of Violated Equating Assumptions under the Equivalent Groups Design2011In: International Journal of Testing, ISSN 1530-5058, E-ISSN 1532-7574, Vol. 11, no 4, p. 308-323Article in journal (Refereed)
    Abstract [en]

    The equal ability distribution assumption associated with the equivalent groups equating design was investigated in the context of a selection test for admission to higher education. The purpose was to assess the consequences for the test-takers in terms of receiving improperly high or low scores compared to their peers, and to find strong empirical evidence of potential violations of the assumption. Test-takers' scores on anchor items from two subtests were estimated using information about test-taker performance on the regular subtests. The results indicated that the anchor test item performance varied sufficiently, both in terms of means and spreads. Therefore, the equal ability distribution assumption could be questioned. Also, the estimated differences between different cohorts of test-takers are large enough to have an impact on the actual admissions decisions. Consequently, our conclusion is that more caution is needed when applying the equivalent groups design in the equating of tests. Assuming equal ability groups is a convenient assumption to make but it can also lead to systematic bias in the equating of test scores with potentially severe implications for test-takers, and this study provides a demonstration of this point.

  • 16.
    Lyrén, Per-Erik
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Rolfsman, Ewa
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Wedman, Jonathan
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Wikström, Christina
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Wikström, Magnus
    Umeå University, Faculty of Social Sciences, Umeå School of Business and Economics (USBE), Economics.
    Det nya högskoleprovet: samband mellan provresultat och prestation i högskolan2014Report (Other academic)
  • 17.
    Lyrén, Per-Erik
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Wikström, Christina
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Admissions practices in Sweden2020In: Higher Education Admissions Practices: An International Perspective / [ed] Maria Elena Oliveri & Cathy Wendler, Cambridge: Cambridge University Press, 2020, p. 203-216Chapter in book (Refereed)
    Abstract [en]

    This chapter gives an account of the admissions system to higher education in Sweden with special focus on the criteria used in the selection process: upper secondary school grades and scores from the Swedish Scholastic Aptitude Test (SweSAT). The Swedish educational system in general and the admissions system specifically have some unique features that may interest the reader. Primarily, the educational system, from preschool to higher education, has a comparatively high degree of centralization. Most higher education institutions are governed and funded by the state. This reflects on both the admissions process and the education that is provided by the universities. Other typical characteristics are strong beliefs in equal opportunities, lifelong learning, and second chances, all which influence the educational system in numerous ways. Higher education selection regulations are pervaded by meritocratic principles, but there are also expectations and demands for diversity in the student body.

  • 18.
    Lyrén, Per-Erik
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Wikström, Christina
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    (Re)innovations in university admission tests: Potential consequences for test development, admission decisions, and test-takers2009In: Innovation in assessment to meet changing needs, 2009Conference paper (Refereed)
    Abstract [en]

    This paper discusses the potential consequences of future changes to the Swedish Scholastic Assessment Test (SweSAT; based on the SAT), from a perspective of validity and efficiency. Since changes to the test will affect high-stakes decisions on student’s possibilities to access higher education, it is important to investigate how such changes will affect the admissions decisions: who will be admitted to higher education and who will not, which will lead to consequences to stakeholders on all levels. This paper presents a model for how a validation can be organised and some preliminary evidence of consequences that the changes will lead to.

  • 19.
    Stenlund, Tova
    et al.
    Umeå University, Faculty of Social Sciences, Department of Psychology. Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Lyrén, Per-Erik
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Group Differences in Test-Taking Behaviour: An example from a High-Stakes Testing Program2017In: Assessment in education: Principles, Policy & Practice, ISSN 0969-594X, E-ISSN 1465-329X, Vol. 24, no 1, p. 4-20Article in journal (Refereed)
    Abstract [en]

    This study investigated whether different groups of test-takers vary in their reported test-taking behaviour in a high-stakes test situation. A between-group design (N = 1129) was used to examine whether high and low achievers, as well as females and males, differ in their use of test-taking strategies, and in level of reported test anxiety and motivation. The results showed differences between high and low achievers on a number of test-taking strategies, where high achievers reported using successful strategies to a higher extent. There were also gender differences: females, for example, reported using random guessing to a higher extent than males. Further, low achievers, especially females, reported significantly higher levels of test anxiety than high achievers, and high achievers reported slightly higher levels of motivation when compared to low achievers. To conclude, test-taking behaviour might bring additional variance to test scores, whether or not this is irrelevant variance is discussed.

  • 20.
    Stenlund, Tova
    et al.
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Lyrén, Per-Erik
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    The successful test taker: exploring test-taking behavior profiles through cluster analysis2018In: European Journal of Psychology of Education, ISSN 0256-2928, E-ISSN 1878-5174, Vol. 33, no 2, p. 403-417Article in journal (Refereed)
    Abstract [en]

    To be successful in a high-stakes testing situation is desirable for any test taker. It has been found that, beside content knowledge, test-taking behavior, such as risktaking strategies, motivation, and test anxiety, is important for test performance. The purposes of the present study were to identify and group test takers with similar patterns of test-taking behavior and to explore how these groups differ in terms of background characteristics and test performance in a high-stakes achievement test context. A sample of the Swedish Scholastic Assessment Test test takers (N = 1891) completed a questionnaire measuring their motivation, test anxiety, and risk-taking behavior during the test, as well as background characteristics. A two-step cluster analysis revealed three clusters of test takers with significantly different test-taking behavior profiles: a moderate (n = 741), a calm risk taker (n = 637), and a test anxious risk averse (n = 513) profile. Group difference analyses showed that the calm risk taker profile (i.e., a high degree of risktaking together with relatively low levels of test anxiety and motivation during the test) was the most successful profile from a test performance perspective, while the test anxious risk averse profile (i.e., a low degree of risk-taking together with high levels of test anxiety and motivation) was the least successful. Informing prospective test takers about these insights can potentially lead to more valid interpretations and inferences based on the test scores.

  • 21.
    Sundström, Anna
    et al.
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Lyrén, Per-Erik
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Alger, Susanne
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Att mäta allmänhetens kunskaper om trafiksäkerhet: Utveckling och utprövning av instrument2011Report (Other academic)
    Abstract [sv]

    Nollvisionen är grunden för trafiksäkerhetsarbetet i Sverige och målet är att ingen ska dödas eller skadas allvarligt i trafiken. För att vägtransportsystemet ska användas på ett säkert sätt krävs både kunskaper om trafiksäkerhet och trafiksäkra attityder. Attityder är ett relativt väl utforskat område, medan studier om allmänhetens kunskaper om trafiksäkerhet saknas. Därmed är det önskvärt att kartlägga allmänhetens kunskaper om olika aspekter av trafiksäkerhet och följa utvecklingen av dessa över tid.

    Syftet med studien var att utveckla ett instrument för att mäta allmänhetens kunskaper om trafiksäkerhet och att utvärdera kvaliteten i detta instrument. Två parallella enkäter med kunskapsfrågor utvecklades med utgångspunkt i de indikatorer på trafiksäkerhet som Trafikverket följer i trafiksäkerhetsarbetet. Enkäterna innehöll också bakgrundsfrågor, frågor om attityder och självrapporterat beteende. Enkäterna administrerades till 1000 slumpmässigt utvalda personer i åldrarna 15 till 85 år. Enkäterna kunde besvaras dels via Internet och dels i form av en pappersenkät. Ungefär 50 procent av urvalet besvarade enkäterna och en bortfallsanalys visade att de svarande var representativa för populationen med avseende på kön, ålder och födelseland.

    Resultaten visade att kunskaper om trafiksäkerhet är ett mångdimensionellt begrepp. Detta indikerades bland annat av sambanden mellan de åtta olika innehållsområdena i instrumentet, vilka var svaga. Resultatet visade också att frågorna generellt sett är ganska lätta. Vidare visade resultaten att ett större antal frågor inom varje område behövs för att öka mätsäkerheten. Vissa kunskapsfrågor hade positiva samband med attitydfrågor, vilket indikerar att kunskaper är relaterade till mer positiva attityder till trafiksäkerhet. Resultaten från studien kan ligga till grund för vidare utveckling av ett instrument för att göra en skarp mätning av allmänhetens kunskaper om trafiksäkerhet. Baserat på att begreppet kunskaper om trafiksäkerhet visat sig vara mångdimensionellt bör man som nästa steg göra en bedömning av vilka, specifika aspekter av kunskap om trafiksäkerhet som är relevanta att mäta och baserat på detta, samt resultaten från denna utprövning, välja ut frågor som kan ingå i ett instrument. Ett sådant instrument skulle kunna användas för att kartlägga kunskapsläget i befolkningen samt för att följa kunskapsläget över tid.

  • 22.
    Wedman, Jonathan
    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.
    Methods for Examining the Psychometric Quality of Subscores: A Review and Application2015In: Practical Assessment, Research & Evaluation, ISSN 1531-7714, E-ISSN 1531-7714, Vol. 20, article id 21Article in journal (Refereed)
    Abstract [en]

    When subscores on a test are reported to the test taker, the appropriateness of reporting them depends on whether they provide useful information above what is provided by the total score. Subscores that fail to do so lack adequate psychometric quality and should not be reported. There are several methods for examining the quality of subscores, and in this study seven such methods, four of which are based on classical test theory and three of which are based on item response theory, were reviewed and applied to empirical data. The data consisted of test takers' scores on four test forms – two administrations of a first version of a college admission test and two administrations of a second version – and the analyses were carried out on the subtest and section levels. The two section scores were found to have adequate psychometric quality with all methods used, whereas the results for subtest scores ranged from almost all scores having adequate psychometric quality to none having adequate psychometric quality. The authors recommend using Haberman's method and the related utility index because of their solid theoretical foundation and because of various issues with the other subscore quality methods.

  • 23.
    Wikström, Christina
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Wikström, Magnus
    Umeå University, Faculty of Social Sciences, Department of Economics.
    Lyrén, Per-Erik
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Prediction of study success: should selection instruments measure cognitive or non-cognitive factors?2009In: Assessment for a creative world, 2009Conference paper (Refereed)
    Abstract [en]

    In a number of countries, both high school GPA and admission tests are used in the selection to higher education. The validity research on such instruments has mainly focused on their predictive validity, and the outcome generally shows that the GPA is a better predictor than the test. One explanation is that the grades also measure non-cognitive factors, which are considered important for school performance. Moreover, many admission tests have been criticised for being too alien to what is being taught in schools, hence lacking in relevance for future education. As a consequence, many admission tests are being revised, to be more similar to the school grades in terms of content. A relevant question is if this is the right way to proceed if the main purpose of the test is to predict future study success? This study compares the subtests of a traditional admissions test (the SweSAT) with high school grades in verbal and quantitative subjects in terms of content construct and predictive strength. Success in higher education is measured by the number of credits achieved by students in economics and business administration programmes at Swedish universities. The purpose is to find out if the difference in predictive strength can be related to cognitive or non-cognitive factors.  The data is analysed by regression analysis and structural equation modelling (SEM). The findings show that there are differences in content as well as construct, but that variations in predictive strength have to do with both cognitive and non-cognitive factors, where quantitative grades and test scores are more similar in construct than verbal grades and test scores, but also better predictors of performance in higher education. The findings are discussed in relation to previous research, and some suggestions for future research are made.

  • 24.
    Wolming, Simon
    et al.
    Umeå University, Faculty of Social Sciences, Department of Educational Measurement.
    Lyrén, Per-Erik
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Admission to university engineering programs: A multipurpose approach2004In: Psychological Reports, ISSN 0033-2941, E-ISSN 1558-691X, Vol. 94, p. 1125-1126Article in journal (Refereed)
  • 25.
    Wolming, Simon
    et al.
    Umeå University, Faculty of Social Sciences, Educational Measurement.
    Lyrén, Per-Erik
    Umeå University, Faculty of Social Sciences, Educational Measurement.
    Admission to university engineering programs in Sweden: a multipurpose approach2004In: Psychological Reports, ISSN 0033-2941, E-ISSN 1558-691X, Vol. 94, no 3 suppl, p. 1125-1126Article in journal (Refereed)
    Abstract [en]

    This brief article provides a description of some new ideas about admission of university engineering students in Sweden. The current system of admission is based on upper-secondary school grades and the Swedish Scholastic Assessment Test. These measures are used for admission to all higher education. For many reasons, ideas for a new admission model have been proposed. This model includes a sector-oriented admission test, which the universities are supposed to use for different purposes, such as selection, eligibility, diagnostics, and recruitment.

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