Kenny Bränberg

The Influence of Sex, Education and Age on Test Scores on the Swedish Scholastic Aptitude Test.

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...

Kernel Equating Under the Non-Equivalent Groups With Covariates Design

When equating two tests, the traditional approach is to use common test takers and/or common items. Here, the idea is to use variables correlated with the test scores (e.g., school grades and other test scores) as a substitute for common items in a non-equivalent groups with covariates (NEC) design. This is performed in the framework of kernel equating and with an extension of the method developed for post-stratification equating in the non-equivalent groups with anchor test design. Real data from a college admissions test were used to illustrate the use of the design. The equated scores from the NEC design were compared with equated scores from the equivalent group (EG) design, that is, equating with no covariates as well as with equated scores when a constructed anchor test was used. The results indicate that the NEC design can produce lower standard errors compared with an EG design. When covariates were used together with an anchor test, the smallest standard errors were obtained over a large range of test scores. The results obtained, that an EG design equating can be improved by adjusting for differences in test score distributions caused by differences in the distribution of covariates, are useful in practice because not all standardized tests have anchor tests.

The Effects of Practice on the Swedish Scholastic Aptitude Test (SweSAT).

Abstract The Swedish Scholastic Aptitude Test (SweSAT) is used for selection among applicants to higher education in Sweden. A test taker can, according to the rules for the SweSA T, repeat the test as many times as he/she wants, and the best obtained score is used in the selection procedure if a test taker has more than one valid test score. The effects of repeated test taking is a matter of concern, and earlier studies on the SweSAT indicate that there is a gain in score between the first and the second test taking. With these results as a basis the actual study describes differences in obtained score for all repeaters who have taken the SweSA T exactly twice, and their score at the first test taking are compared with their score at the second test taking. All repeaters at five regular testings are included in this study, and score changes totally as well as on the level of subtests and groups are studied. Difference scores are transformed to standardized mean difference scores in order to compare diffe...