The Experts below are selected from a list of 195 Experts worldwide ranked by ideXlab platform

Ingemar Wedman - One of the best experts on this subject based on the ideXlab platform.

  • the swedish Scholastic Aptitude Test development use and research
    Educational Measurement: Issues and Practice, 2005
    Co-Authors: Ingemar Wedman
    Abstract:

    How are entrance examinations for college used in Sweden? What is measured by these examinations? What kinds of research have been conducted? Have gender differences been found on the Tests?

  • The Dimensionality of the Swedish Scholastic Aptitude Test
    Scandinavian Journal of Educational Research, 1992
    Co-Authors: Jan-eric Gustafsson, Ingemar Wedman, Anette Westerlund
    Abstract:

    ABSTRACT The paper investigates the dimensional structure of the six subTests in the Swedish Scholastic Aptitude Test, using data from 10 different versions of the Test administered to in all some 50,000 examinees. In the analysis several lisrel models of the factorial structure of the subTests are fitted and evaluated. The modelling shows a simple 1‐factor model to be inadequate for the data and two alternative, hierarchical, models are investigated. One of these includes 3 first‐order factors and 1 second‐order factor. The other model includes 2 orthogonal factors: a general factor (G) with relations to all 6 subTest, and a verbal‐educational factor (Gc') with relation to 4 subTests. On the basis of evaluations of estimated factor loadings and statistical criteria of fit it is, tentatively, concluded that the model with 2 orthogonal factors (G and Gc') is to be preferred.

  • the influence of sex education and age on Test scores on the swedish Scholastic Aptitude Test
    Scandinavian Journal of Educational Research, 1990
    Co-Authors: Kenny Branberg, Widar Henriksson, Hans Nyquist, Ingemar Wedman
    Abstract:

    Abstract This study describes the effects of sex, education and age on the total Test score on the Swedish Scholastic Aptitude Test (SweSA T), a Test used in the selection process to colleges and universities in Sweden since 1977. Its use has so far been limited to one of four quota groups consisting of applicants 25 years or older and with more than four years of work experience. Statistical methods used in this study are regression models with dummy variables and estimated with a corner‐point parameterization. The results indicate rather genuine differences in every variable studied. Test takers with a higher education obtain a higher mean score than those with a lower education and older Test takers obtain a higher mean score on the subTests vocabulary (WORD) and general information (GI) than younger persons. The mean Test score for men is higher than the corresponding score for women, even if differences in education and age are controlled for. Finally some statistical problems related to the analysis...

Nancy W Burton - One of the best experts on this subject based on the ideXlab platform.

  • sex differences in predictions of college grades from Scholastic Aptitude Test scores
    Journal of Educational Psychology, 1993
    Co-Authors: Lawrence J Stricker, Donald A Rock, Nancy W Burton
    Abstract:

    In this study we appraised 2 explanations for sex differences in over- and underprediction of college grades by the Scholastic Aptitude Test: sex-related differences in (a) the nature of the grade criterion and (b) the variables associated with academic performance. An entire freshman class at a large state university was studied. Women's grade point average (GPA) was underpredicted (and men's GPA was overpredicted), but only by a small amount. When we adjusted the GPA for differences in grading standards for individual courses, over- and underprediction were not affected, but when we controlled for sex differences in individual-differences variables concerned with academic preparation, studiousness, and attitudes about mathematics, over- and underprediction were reduced

Lawrence J Stricker - One of the best experts on this subject based on the ideXlab platform.

  • sex differences in predictions of college grades from Scholastic Aptitude Test scores
    Journal of Educational Psychology, 1993
    Co-Authors: Lawrence J Stricker, Donald A Rock, Nancy W Burton
    Abstract:

    In this study we appraised 2 explanations for sex differences in over- and underprediction of college grades by the Scholastic Aptitude Test: sex-related differences in (a) the nature of the grade criterion and (b) the variables associated with academic performance. An entire freshman class at a large state university was studied. Women's grade point average (GPA) was underpredicted (and men's GPA was overpredicted), but only by a small amount. When we adjusted the GPA for differences in grading standards for individual courses, over- and underprediction were not affected, but when we controlled for sex differences in individual-differences variables concerned with academic preparation, studiousness, and attitudes about mathematics, over- and underprediction were reduced

Christina Stage - One of the best experts on this subject based on the ideXlab platform.

Lisbeth Abergbengtsson - One of the best experts on this subject based on the ideXlab platform.

  • separating quantitative and analytic dimensions in the swedish Scholastic Aptitude Test swesat
    Scandinavian Journal of Educational Research, 2005
    Co-Authors: Lisbeth Abergbengtsson
    Abstract:

    The aim of the present study was to further investigate the properties of a “quantitative” factor previously identified in the “diagrams, tables and maps” subTest of SweSAT. The analyses were carried out with a structural equation modelling technique on the spring 1991 version of SweSAT with 19‐year‐old Test takers and were replicated on four ensuing versions of the Test (n = 14,431–19,597). The “quantitative” factor was successfully separated from the analytic, problem‐solving dimension with regard to the first Test, whereas the results of replications were somewhat less clear‐cut.

  • dimensions of performance in the interpretation of diagrams tables and maps some gender differences in the swedish Scholastic Aptitude Test
    Journal of Research in Science Teaching, 1999
    Co-Authors: Lisbeth Abergbengtsson
    Abstract:

    The aim of the present study was to investigate the various dimensions underlying performance on the diagrams, tables, maps subTest of the Swedish Scholastic Aptitude Test. Data from two Test versions were analyzed using a structural equation modeling technique on 14,463 and 19,636 examinees, respectively. Two alternative three-factor models containing (a) a general factor influencing all items, (b) a quantitative factor, and (c) either an end of Test or complexity factor were identified. On the basis of the results, it may tentatively be concluded that the gender difference in performance of the Test in favor of males is due to a great extent to the quantitative factor. An end of Test effect seems indisputable, although this effect may be explained by an increasing difficulty of Test items rather than, or in addition to, sheer speed. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 565–582, 1999