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Hur tillförlitligt är det nationella provet i läsning i åk 9?
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies. (Centrum för språk- och litteraturdidaktik)ORCID iD: 0000-0002-9375-9512
Skrivesenteret och Norges teknisk-naturvitenskapelige universitet i Trondheim, Norge.
2017 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 26, no 2, p. 113-137Article in journal (Refereed) Published
Abstract [en]

This article reports from a study of reliability in the Swedish national reading test in ninth grade. Based on a representative sample of 500 students, the study investigates internal consistency and power to discriminate between different levels of reading ability. Data was analyzed using both classical test theory and Rasch modelling. Results from the study suggest that neither the subscales nor the whole scale of items included in the test reach desirable levels of internal consistency. Three out of four subscales include items with strikingly low degree of internal correlation (.23–.46). Furthermore, results from the Rasch analysis suggest that the test is capable of reliable separation between two groups of test-takers only: lower performing students and higher performing students. The empirical support for categorizing student performances into six separate grade levels is therefore questionable. Implications for future development of the national test of reading are discussed.

Place, publisher, year, edition, pages
Örebro: Örebro universitet , 2017. Vol. 26, no 2, p. 113-137
Keyword [en]
construct validity, national test, Rasch analysis, reading, reliability
National Category
Educational Sciences Didactics General Language Studies and Linguistics
Research subject
Education
Identifiers
URN: urn:nbn:se:kau:diva-65464OAI: oai:DiVA.org:kau-65464DiVA, id: diva2:1169097
Available from: 2017-12-22 Created: 2017-12-22 Last updated: 2018-01-13Bibliographically approved

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CiteExportLink to record
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