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The
Swedish driver education system
The
main purpose of the Swedish driver education is to educate individuals so that
they can be expected to function satisfactorily as motor vehicle drivers in traffic.
The education consists of two different parts: theoretical education and practical
driver training. To determine whether a driver has gained competence enough according
to the curriculum (VVFS1996:168) a driving-license test is used. The driving-license
test consists of a computerised theory test and a practical driving test. The
test taker must pass the theory test before he or she is allowed to take the driving
test.
Studies
of the driving-license test
The Swedish National Road Administration (SNRA) has assigned the study of
the Swedish driving-license test to the department of Educational Measurement
at Umeå University. The majority of the studies conducted have focused on the
theory test (Henriksson, Sundström, & Wiberg, 2004). For example, studies have
examined standard-setting in the theory test (Wiberg & Henriksson, 2000), how
to develop an item-bank for the test (Wiberg, 2002) and which statistical measures
that could be used to evaluate the test (Wiberg, 1999). The test-takers result
on the theory test have been analysed with both classical and modern test theory
(Wiberg, 2004a, 2004b). These analyses have been conducted repeatedly and the
test-takers results have been compared over time. In addition, test-takers results
on the driving test have been studied and the relationship between the theory
test and the practical test has been explored (Sundström, 2003; Wiberg, 2004b;
Wolming, 2000). Moreover, the test-takers have been compared with respect to the
type of driver education they had. The results indicate that students educated
at traffic schools perform better on both the theory test and the practical test
than private learners (Sundström, 2004). The driver education systems in Europe
have also been subject for study. In a literature study, the curriculum, driver
education and driving-license test in seven European countries were compared.
However, the study focused on describing and comparing the driving-license test
in different countries (Jonsson, Sundström, & Henriksson, 2003).
New
curriculum for driver education
In Sweden a new curriculum for driver education will be introduced in 2006
(VVFS2004:110). Compared to the present curriculum, the new curriculum contains
new content, e.g. self-evaluation of knowledge and abilities. When the new curriculum
is introduced, the driving-license test needs to be altered so that there is correspondence
between the content of the curriculum and the tests. Since the new curriculum
contains new content, e.g. the drivers' self-evaluation, new strategies for assessment
have to be employed in order to measure these goals in a reliable and valid manner
(Sundström, 2005). The future work of the project will focus on the implementation
of the new curriculum. Firstly, the project will aim to find ways to measure drivers'
self-evaluation in a reliable and valid manner. Secondly, the project will also
evaluate the implementation of the new curriculum and the driving-license test.
References
Henriksson,
W., Sundström, A., & Wiberg, M. (2004). The Swedish driving-license test: A
summary of studies from the Department of Educational Measurement, Umeå University
(EM No. 45). Umeå University: Department of Educational measurement.
Jonsson,
H., Sundström, A., & Henriksson, W. (2003). Curriculum, Driver Education and
Driver Testing. A comparative study of the driver education systems in some European
countries (EM No. 44). Umeå University: Department of Educational Measurement.
Sundström,
A. (2003). Den svenska förarprövningen. Sambandet mellan kunskapsprovet och
körprovet, provens struktur samt kökortsutbildningens betydelse (PM No. 183).
Umeå universitet: Enheten för pedagogiska mätningar. Sundström,
A. (2004). Övningskörning privat och på trafikskola. En enkätstudie om körkortsutbildningens
betydelse för provresultatet (PM No. 190). Umeå universitet: Enheten för pedagogiska
mätningar. Sundström,
A. (2005). Self-assessment of knowledge and abilities - a literature study
(Em No. 54). Umeå University: Department of Educational Measurement. Wiberg,
M. (1999). Målrelaterade och normrelaterade prov - En teoretisk granskning
av vilka statistiska tekniker som kan användas för att beskriva uppgifternas kvalitet
och provens reliabilitet (PM No. 150). Umeå universitet: Enheten för pedagogiska
mätningar. Wiberg,
M. (2002). Uppgiftsbank för körkortsprovets teoretiska prov. Relationen mellan
utformningen, exponeringen och provtypen (PM No. 173). Umeå universitet: Enheten
för pedagogiska mätningar. Wiberg,
M. (2004). Klassisk och modern testteori. Analys av det teoretiska och praktiska
körkortsprovet. (BVM No. 5). Umeå universitet: Institutionen för beteendevetenskapliga
mätningar. Wiberg,
M., & Henriksson, W. (2000). Metoder för kravgränssättning. En teoretisk granskning
samt diskussion av lämplig metod för ett målrelaterat certifieringsprov av typ
körkortsprovets teoriprov (PM No. 165). Umeå universitet: Enheten för pedagogiska
mätningar. Wolming,
S. (2000). Förarprövningens struktur och resultat. En studie av relationen
mellan kunskapsprov och körprov samt utbildningsbakgrundens betydelse (PM
No. 166): Umeå universitet: Enheten för pedagogiska mätningar. Wolming,
S., & Wiberg, M. (2004). The Swedish driver licensure examination: exploration
of a two-stage model. Journal of Safety Research, 35, 491-495. VVFS1996:168.
Vägverkets författningssamling. Vägverkets föreskrifter om kursplaner, behörighet
B. Borlänge: Vägverket. VVFS2004:110.
Vägverkets föreskrifter om kursplaner, behörighet B. Borlänge: Vägverket. | |
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