Relevant bibliographies by topics / The Swedish Scholastic Aptitude Test (SweSAT)

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  1. Journal articles
  2. Dissertations / Theses

Academic literature on the topic 'The Swedish Scholastic Aptitude Test (SweSAT)'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "The Swedish Scholastic Aptitude Test (SweSAT)"

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Henriksson, Widar, and Kenny Bränberg. "The Effects of Practice on the Swedish Scholastic Aptitude Test (SweSAT)." Scandinavian Journal of Educational Research 38, no. 2 (January 1994): 129–48. http://dx.doi.org/10.1080/0031383940380205.

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Åberg‐Bengtsson, Lisbeth. "Separating Quantitative and Analytic Dimensions in the Swedish Scholastic Aptitude Test (SweSAT)." Scandinavian Journal of Educational Research 49, no. 4 (September 2005): 359–83. http://dx.doi.org/10.1080/00313830500202892.

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Cliffordson, Christina. "Effects of Practice and Intellectual Growth on Performance on the Swedish Scholastic Aptitude Test (SweSAT)." European Journal of Psychological Assessment 20, no. 3 (January 2004): 192–204. http://dx.doi.org/10.1027/1015-5759.20.3.192.

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Summary: The purpose of the study is to examine effects of repeated test taking over several sessions on the Swedish Scholastic Aptitude Test (SweSAT). Self-selection effects on test performance due to background variables that must be taken into consideration are also investigated. All test repeaters with two and three test scores from three cohorts are included in the study. By using different regression models a distinction can be made between the effects of practice as a function of test-taking experience, and the effects of growth as a function of time. The results show self-selection effects due to age and grades, such that students with higher grades tend to be younger when taking the first test. Furthermore, this phenomenon tends to be more accentuated with repeated test takings. It is also shown that there are score gains as a function of practice at the first testing session, and that there are also effects of growth on the SweSAT performance. The magnitude of score gains associated with growth is equal over the two intervals measured, but different between the three cohorts. There are reasons to assume that effects of schooling may explain these differences. An additional explanation may be that the younger students have a greater potential for growth.
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Wiberg, Marie, Per-Erik Lyrén, and Anna Lind Pantzare. "Schools, Universities and Large-Scale Assessment Responses to COVID-19: The Swedish Example." Education Sciences 11, no. 4 (April 8, 2021): 175. http://dx.doi.org/10.3390/educsci11040175.

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The aim of this paper is to describe, analyze, and discuss how Swedish schools and the national tests in schools, university teaching and examination, and the college admissions test, Swedish Scholastic Aptitude Test (SweSAT), have been affected by the COVID-19 situation. A further aim is to discuss the challenges in schools, universities and in the admissions test process in Sweden which are due to the COVID-19 situation. Contrary to many other countries, Swedish schools remained open, except for upper secondary school and universities where teaching went online. However, the spring administrations of the national tests and the high-stake college admission test, SweSAT, were cancelled, which had impact on admissions to universities in the fall. By using documentation from the news, school, and university authorities, as well as governmental reports of the events and a student survey, challenges are discussed. The novelty of this study includes a discussion of the events and their upcoming challenges. A discussion of what could be learned and what to expect in the close future is included, as well as conclusions which can be drawn from this situation.
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Gustafsson, Jan‐Eric, Ingemar Wedman, and Anette Westerlund. "The Dimensionality of the Swedish Scholastic Aptitude Test." Scandinavian Journal of Educational Research 36, no. 1 (January 1992): 21–39. http://dx.doi.org/10.1080/0031383920360102.

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Wedman, Ingemar. "The Swedish Scholastic Aptitude Test: Development, Use, and Research." Educational Measurement: Issues and Practice 13, no. 2 (October 25, 2005): 5–11. http://dx.doi.org/10.1111/j.1745-3992.1994.tb00790.x.

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Reuterberg, Sven‐Eric. "On Differential Selection in the Swedish Scholastic Aptitude Test." Scandinavian Journal of Educational Research 42, no. 1 (March 1998): 81–97. http://dx.doi.org/10.1080/0031383980420105.

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CARLSTEDT, BERIT, and JAN-ERIC GUSTAFSSON. "Construct validation of the Swedish Scholastic Aptitude Test by means of the Swedish Enlistment Battery." Scandinavian Journal of Psychology 46, no. 1 (February 2005): 31–42. http://dx.doi.org/10.1111/j.1467-9450.2005.00432.x.

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Bränberg, Kenny, Widar Henriksson, Hans Nyquist, and Ingemar Wedman. "The Influence of Sex, Education and Age on Test Scores on the Swedish Scholastic Aptitude Test." Scandinavian Journal of Educational Research 34, no. 3 (1990): 189–203. http://dx.doi.org/10.1080/0031383900340302.

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�berg-Bengtsson, Lisbeth. "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 36, no. 5 (May 1999): 565–82. http://dx.doi.org/10.1002/(sici)1098-2736(199905)36:5<565::aid-tea4>3.0.co;2-l.

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Dissertations / Theses on the topic "The Swedish Scholastic Aptitude Test (SweSAT)"

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Andersson, Per. "Att studera och bli bedömd : Empiriska och teoretiska perspektiv på gymnasie- och vuxenstuderandes sätt att erfara studier och bedömningar." Doctoral thesis, Linköpings universitet, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo), 2000. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-12624.

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This dissertation is focussing on students’ experiences of assessments, which means that the assessments are related to studying. The assessments particularly investigated are the main types of assessments used in the application and selection for higher education in Sweden – the grading in schools on secondary level, and the Swedish Scholastic Aptitude Test (SweSAT). The literature review is an analysis of previous knowledge, resulting in a model of orientations to studying. The empirical investigation consists of interviews with 100 students in upper secondary school, municipal adult education and folk high schools. The interviews are analysed with a phenomenographic approach, and the analysis results in categories describing ways of experiencing what it means to study, ways of experiencing the grades, and the SweSAT. In addition to this, the analysis gives a description of relations between components within categories, relations between categories, and relations between phenomena. The main patterns in the students’ experiences of the assessments are the following: The different categories, describing the experiences of the assessments per se, are focussing on assessment of performance, assessment of personal qualities (including developed knowledge), or uncertainty in relation to the assessment. There are four main aspects of the students’ experiences of the value of assessments, i.e., the relation to future plans, the relation to the student’s personal context, the possibility to influence your result, and the relation to other assessments used in the selection. The final result of the empirical investigation is a reconstructed model of five orientations to studying, where the empirical results are integrated with previous knowledge. The five categories are the knowledge orientation, the duty orientation, the participation orientation, the qualification orientation, and the resistance orientation. These orientations are also described as adaptive and/or non-adaptive in relation to the demands of the education. A further analysis in relation to three social science perspectives shows how assessments can contribute to the colonization of the educational lifeworld, how assessments can be seen as instruments of discipline, and how assessments can be seen as disembedding mechanisms.
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