Klurisen: ett nytt sätt att mäta matematisk förmåga
(2015) PSPT02 20131Department of Psychology
- Abstract
- The purpose of this study was to examine the psychometric properties of Klurisen, a test measuring mathematical problem-solving ability. A total of 273 Second grade students participated in trials, testing Klurisen twice and an adapted Swedish version of a subtest of the Iowa Test of Basic Skills once. Results indicated that the reliability of the two subtests of Klurisen were low when assessed separately, but sufficient when assessed together as one test. Construct validity was good, as there were a significant strong correlation between results of Klurisen and the results of Iowa. There were no significant differences between test results when gender, socioeconomic status or ethnicity were used as grouping variables. A conclusion from... (More)
- The purpose of this study was to examine the psychometric properties of Klurisen, a test measuring mathematical problem-solving ability. A total of 273 Second grade students participated in trials, testing Klurisen twice and an adapted Swedish version of a subtest of the Iowa Test of Basic Skills once. Results indicated that the reliability of the two subtests of Klurisen were low when assessed separately, but sufficient when assessed together as one test. Construct validity was good, as there were a significant strong correlation between results of Klurisen and the results of Iowa. There were no significant differences between test results when gender, socioeconomic status or ethnicity were used as grouping variables. A conclusion from this study was that subtest B of Klurisen needs revision on item level to increase reliability. In order to further the clinical usefulness of Klurisen norm data from a bigger sample of students need to be collected. Also, Klurisen could be of use when identifying students in need of supportive interventions. A finding from previous research suggests that students at-risk for school failure are not likely to be correctly identified by a single test result, but rather characterised as those students who still show a lack of progress even after receiving support. (Less)
- Abstract (Swedish)
- Studiens syfte var att psykometriskt undersöka ett testverktyg för mätning av matematiskt problemlösningsförmåga. För detta syfte fick 273 elever i åk 2 göra det läsplattebaserade testet Klurisen vid två tillfällen och en svensk version av Iowa Test of Basic Skills, deltest Mathematical Problem Solving, benämnt IOWA, vid ett tillfälle. Studien fann att Klurisens deltest, A- och B-del hade otillräcklig reliabilitet som enskilda test, men acceptabel reliabilitet när de ansågs vara två delar av samma test. Begreppsvaliditeten för Klurisen var god, då testresultaten samvarierade signifikant med testresultatet från Iowa. Det fanns inga signifikanta skillnader i testresultat för Klurisen, grupperat på könsvaribaler, socioekonomisk status eller... (More)
- Studiens syfte var att psykometriskt undersöka ett testverktyg för mätning av matematiskt problemlösningsförmåga. För detta syfte fick 273 elever i åk 2 göra det läsplattebaserade testet Klurisen vid två tillfällen och en svensk version av Iowa Test of Basic Skills, deltest Mathematical Problem Solving, benämnt IOWA, vid ett tillfälle. Studien fann att Klurisens deltest, A- och B-del hade otillräcklig reliabilitet som enskilda test, men acceptabel reliabilitet när de ansågs vara två delar av samma test. Begreppsvaliditeten för Klurisen var god, då testresultaten samvarierade signifikant med testresultatet från Iowa. Det fanns inga signifikanta skillnader i testresultat för Klurisen, grupperat på könsvaribaler, socioekonomisk status eller etnicitet. Från resultaten dras slutsatsen att Klurisens B-del behöver undersökas vidare på frågenivå, för att öka deltestets tillförlitlighet. Vidare behöver Klurisen testas på en större grupper elever för att påbörja en fullständig normering av testresultat och därmed utvidga testverktygets användbarhet i kliniska sammanhang. Studiens resultat indikerar att Klurisen kan vara ett användbart screeningverktyg för att upptäcka elever i behov av stödinsatser. Ett viktigt fynd från teoriöversikten är att elever i riskzonen för skolmisslyckande troligtvis inte identifieras genom ett lågt testresultat vid ett enskilt testtillfälle, de kännetecknas istället av att de trots stödinsatser visar få eller uteblivna framsteg. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/5046683
- author
- Hallström Elthammar, Oskar LU
- supervisor
- organization
- alternative title
- Valideringsstudie av ett instrument för vetenskaplig testning av akademiska färdigheter hos barn i lågstadiet.
- course
- PSPT02 20131
- year
- 2015
- type
- H3 - Professional qualifications (4 Years - )
- subject
- keywords
- construct validity, mathematical problem-solving, : psychometrics, ITBS, Klurisen, elever i riskzon för skolmisslyckande, screeningverktyg, begreppsvaliditet, psykometri, matematisk problemlösning, screening tool, students at-risk for school failure
- language
- Swedish
- id
- 5046683
- date added to LUP
- 2015-02-10 13:02:50
- date last changed
- 2015-02-10 13:02:50
@misc{5046683,
abstract = {{The purpose of this study was to examine the psychometric properties of Klurisen, a test measuring mathematical problem-solving ability. A total of 273 Second grade students participated in trials, testing Klurisen twice and an adapted Swedish version of a subtest of the Iowa Test of Basic Skills once. Results indicated that the reliability of the two subtests of Klurisen were low when assessed separately, but sufficient when assessed together as one test. Construct validity was good, as there were a significant strong correlation between results of Klurisen and the results of Iowa. There were no significant differences between test results when gender, socioeconomic status or ethnicity were used as grouping variables. A conclusion from this study was that subtest B of Klurisen needs revision on item level to increase reliability. In order to further the clinical usefulness of Klurisen norm data from a bigger sample of students need to be collected. Also, Klurisen could be of use when identifying students in need of supportive interventions. A finding from previous research suggests that students at-risk for school failure are not likely to be correctly identified by a single test result, but rather characterised as those students who still show a lack of progress even after receiving support.}},
author = {{Hallström Elthammar, Oskar}},
language = {{swe}},
note = {{Student Paper}},
title = {{Klurisen: ett nytt sätt att mäta matematisk förmåga}},
year = {{2015}},
}