Abstract
Test scores are used in employment offices in Sweden when making decisions to grant vocational education to immigrant and native applicants. The interpretation and use of scores in the decision making process is investigated. Mean scores of ability dimensions were found to differ between Swedish and immigrant groups. It is shown that the psychologists working with the assessments and the employment officers who grant the courses make allowances for the cultural bias in the verbal (Gc) ability dimension but underestimate the problem solving (Gf) and speed (Gs) ability dimensions in assessing immigrants. However, assessments based on the visuo-spatial (Gv) ability dimension seem to be unaffected by immigrant group effect. The pattern of differential interpretations could result in inefficient test use and less than optimal test based decisions for immigrant groups.
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