Ethnic status is one of the most protected demographic groups in terms of test bias and discrimination in personnel selection, as such bias breaches many laws, morals, and ethical procedures. To date there has only been two published studies that have used New Zealand relevant ethnic groups when analysing whether personality measures used in pre-employment settings exhibit different mean scores. The present thesis performed a systematic evaluation on the impact of ethnicity on personality traits. The study examined the impact of ethnicity on NZ Army Officer applicant personality assessment scores measured by the EPQ-R and GPP-I. Four ethnic groups (NZ Europeans, Mâori, Pasifika, and Asian) were analysed for mean trait score differences among ethnic groups, the stability of these differences across different personality inventories and models, the variance of personality traits, the impact of ethnicity on age and gender relationships with personality traits, and how these differences were related to employment selection outcomes. The analyses revealed that ethnicity did have some impact on mean personality assessment scores used in the study. However, these were mostly small differences among ethnic groups. In addition, most of these differences found on the EPQ-R and the GPP-I were not consistent across inventories and models. There were no significant variance differences found on personality traits among ethnic groups. While initial analysis suggested that ethnicity did not influence the relationship between age and gender on personality assessment, further examination suggested that the relationship between gender and personality was impacted on by ethnicity. There were reassuring results found for New Zealand psychologists and HR specialists, as only two of the twelve traits analysed showed moderate differences on traits that were related to selection outcomes. However, for the NZ Army OSB selection process the findings in the present study indicate that the Lie scale on the EPQ-R and the Vigor trait on the GPP-I may need to be interpreted with caution for Asian and Pasifika groups. These results are discussed in terms of implications for personality theory, measurement, and the direction of future research.

Ethnic status is one of the most protected demographic groups in terms of test bias and discrimination in personnel selection, as such bias breaches many laws, morals, and ethical procedures. To date there has only been two published studies that have used New Zealand relevant ethnic groups when analysing whether personality measures used in pre-employment settings exhibit different mean scores. The present thesis performed a systematic evaluation on the impact of ethnicity on personality traits. The study examined the impact of ethnicity on NZ Army Officer applicant personality assessment scores measured by the EPQ-R and GPP-I. Four ethnic groups (NZ Europeans, Mâori, Pasifika, and Asian) were analysed for mean trait score differences among ethnic groups, the stability of these differences across different personality inventories and models, the variance of personality traits, the impact of ethnicity on age and gender relationships with personality traits, and how these differences were related to employment selection outcomes. The analyses revealed that ethnicity did have some impact on mean personality assessment scores used in the study. However, these were mostly small differences among ethnic groups. In addition, most of these differences found on the EPQ-R and the GPP-I were not consistent across inventories and models. There were no significant variance differences found on personality traits among ethnic groups. While initial analysis suggested that ethnicity did not influence the relationship between age and gender on personality assessment, further examination suggested that the relationship between gender and personality was impacted on by ethnicity. There were reassuring results found for New Zealand psychologists and HR specialists, as only two of the twelve traits analysed showed moderate differences on traits that were related to selection outcomes. However, for the NZ Army OSB selection process the findings in the present study indicate that the Lie scale on the EPQ-R and the Vigor trait on the GPP-I may need to be interpreted with caution for Asian and Pasifika groups. These results are discussed in terms of implications for personality theory, measurement, and the direction of future research.

Ethnic status is one of the most protected demographic groups in terms of test bias and discrimination in personnel selection, as such bias breaches many laws, morals, and ethical procedures. To date there has only been two published studies that have used New Zealand relevant ethnic groups when analysing whether personality measures used in pre-employment settings exhibit different mean scores. The present thesis performed a systematic evaluation on the impact of ethnicity on personality traits. The study examined the impact of ethnicity on NZ Army Officer applicant personality assessment scores measured by the EPQ-R and GPP-I. Four ethnic groups (NZ Europeans, Mâori, Pasifika, and Asian) were analysed for mean trait score differences among ethnic groups, the stability of these differences across different personality inventories and models, the variance of personality traits, the impact of ethnicity on age and gender relationships with personality traits, and how these differences were related to employment selection outcomes. The analyses revealed that ethnicity did have some impact on mean personality assessment scores used in the study. However, these were mostly small differences among ethnic groups. In addition, most of these differences found on the EPQ-R and the GPP-I were not consistent across inventories and models. There were no significant variance differences found on personality traits among ethnic groups. While initial analysis suggested that ethnicity did not influence the relationship between age and gender on personality assessment, further examination suggested that the relationship between gender and personality was impacted on by ethnicity. There were reassuring results found for New Zealand psychologists and HR specialists, as only two of the twelve traits analysed showed moderate differences on traits that were related to selection outcomes. However, for the NZ Army OSB selection process the findings in the present study indicate that the Lie scale on the EPQ-R and the Vigor trait on the GPP-I may need to be interpreted with caution for Asian and Pasifika groups. These results are discussed in terms of implications for personality theory, measurement, and the direction of future research.

Ethnic status is one of the most protected demographic groups in terms of test bias and discrimination in personnel selection, as such bias breaches many laws, morals, and ethical procedures. To date there has only been two published studies that have used New Zealand relevant ethnic groups when analysing whether personality measures used in pre-employment settings exhibit different mean scores. The present thesis performed a systematic evaluation on the impact of ethnicity on personality traits. The study examined the impact of ethnicity on NZ Army Officer applicant personality assessment scores measured by the EPQ-R and GPP-I. Four ethnic groups (NZ Europeans, Mâori, Pasifika, and Asian) were analysed for mean trait score differences among ethnic groups, the stability of these differences across different personality inventories and models, the variance of personality traits, the impact of ethnicity on age and gender relationships with personality traits, and how these differences were related to employment selection outcomes. The analyses revealed that ethnicity did have some impact on mean personality assessment scores used in the study. However, these were mostly small differences among ethnic groups. In addition, most of these differences found on the EPQ-R and the GPP-I were not consistent across inventories and models. There were no significant variance differences found on personality traits among ethnic groups. While initial analysis suggested that ethnicity did not influence the relationship between age and gender on personality assessment, further examination suggested that the relationship between gender and personality was impacted on by ethnicity. There were reassuring results found for New Zealand psychologists and HR specialists, as only two of the twelve traits analysed showed moderate differences on traits that were related to selection outcomes. However, for the NZ Army OSB selection process the findings in the present study indicate that the Lie scale on the EPQ-R and the Vigor trait on the GPP-I may need to be interpreted with caution for Asian and Pasifika groups. These results are discussed in terms of implications for personality theory, measurement, and the direction of future research.

Ethnic status is one of the most protected demographic groups in terms of test bias and discrimination in personnel selection, as such bias breaches many laws, morals, and ethical procedures. To date there has only been two published studies that have used New Zealand relevant ethnic groups when analysing whether personality measures used in pre-employment settings exhibit different mean scores. The present thesis performed a systematic evaluation on the impact of ethnicity on personality traits. The study examined the impact of ethnicity on NZ Army Officer applicant personality assessment scores measured by the EPQ-R and GPP-I. Four ethnic groups (NZ Europeans, Mâori, Pasifika, and Asian) were analysed for mean trait score differences among ethnic groups, the stability of these differences across different personality inventories and models, the variance of personality traits, the impact of ethnicity on age and gender relationships with personality traits, and how these differences were related to employment selection outcomes. The analyses revealed that ethnicity did have some impact on mean personality assessment scores used in the study. However, these were mostly small differences among ethnic groups. In addition, most of these differences found on the EPQ-R and the GPP-I were not consistent across inventories and models. There were no significant variance differences found on personality traits among ethnic groups. While initial analysis suggested that ethnicity did not influence the relationship between age and gender on personality assessment, further examination suggested that the relationship between gender and personality was impacted on by ethnicity. There were reassuring results found for New Zealand psychologists and HR specialists, as only two of the twelve traits analysed showed moderate differences on traits that were related to selection outcomes. However, for the NZ Army OSB selection process the findings in the present study indicate that the Lie scale on the EPQ-R and the Vigor trait on the GPP-I may need to be interpreted with caution for Asian and Pasifika groups. These results are discussed in terms of implications for personality theory, measurement, and the direction of future research.

Ethnic status is one of the most protected demographic groups in terms of test bias and discrimination in personnel selection, as such bias breaches many laws, morals, and ethical procedures. To date there has only been two published studies that have used New Zealand relevant ethnic groups when analysing whether personality measures used in pre-employment settings exhibit different mean scores. The present thesis performed a systematic evaluation on the impact of ethnicity on personality traits. The study examined the impact of ethnicity on NZ Army Officer applicant personality assessment scores measured by the EPQ-R and GPP-I. Four ethnic groups (NZ Europeans, Mâori, Pasifika, and Asian) were analysed for mean trait score differences among ethnic groups, the stability of these differences across different personality inventories and models, the variance of personality traits, the impact of ethnicity on age and gender relationships with personality traits, and how these differences were related to employment selection outcomes. The analyses revealed that ethnicity did have some impact on mean personality assessment scores used in the study. However, these were mostly small differences among ethnic groups. In addition, most of these differences found on the EPQ-R and the GPP-I were not consistent across inventories and models. There were no significant variance differences found on personality traits among ethnic groups. While initial analysis suggested that ethnicity did not influence the relationship between age and gender on personality assessment, further examination suggested that the relationship between gender and personality was impacted on by ethnicity. There were reassuring results found for New Zealand psychologists and HR specialists, as only two of the twelve traits analysed showed moderate differences on traits that were related to selection outcomes. However, for the NZ Army OSB selection process the findings in the present study indicate that the Lie scale on the EPQ-R and the Vigor trait on the GPP-I may need to be interpreted with caution for Asian and Pasifika groups. These results are discussed in terms of implications for personality theory, measurement, and the direction of future research.

Ethnic status is one of the most protected demographic groups in terms of test bias and discrimination in personnel selection, as such bias breaches many laws, morals, and ethical procedures. To date there has only been two published studies that have used New Zealand relevant ethnic groups when analysing whether personality measures used in pre-employment settings exhibit different mean scores. The present thesis performed a systematic evaluation on the impact of ethnicity on personality traits. The study examined the impact of ethnicity on NZ Army Officer applicant personality assessment scores measured by the EPQ-R and GPP-I. Four ethnic groups (NZ Europeans, Mâori, Pasifika, and Asian) were analysed for mean trait score differences among ethnic groups, the stability of these differences across different personality inventories and models, the variance of personality traits, the impact of ethnicity on age and gender relationships with personality traits, and how these differences were related to employment selection outcomes. The analyses revealed that ethnicity did have some impact on mean personality assessment scores used in the study. However, these were mostly small differences among ethnic groups. In addition, most of these differences found on the EPQ-R and the GPP-I were not consistent across inventories and models. There were no significant variance differences found on personality traits among ethnic groups. While initial analysis suggested that ethnicity did not influence the relationship between age and gender on personality assessment, further examination suggested that the relationship between gender and personality was impacted on by ethnicity. There were reassuring results found for New Zealand psychologists and HR specialists, as only two of the twelve traits analysed showed moderate differences on traits that were related to selection outcomes. However, for the NZ Army OSB selection process the findings in the present study indicate that the Lie scale on the EPQ-R and the Vigor trait on the GPP-I may need to be interpreted with caution for Asian and Pasifika groups. These results are discussed in terms of implications for personality theory, measurement, and the direction of future research.

Ethnic status is one of the most protected demographic groups in terms of test bias and discrimination in personnel selection, as such bias breaches many laws, morals, and ethical procedures. To date there has only been two published studies that have used New Zealand relevant ethnic groups when analysing whether personality measures used in pre-employment settings exhibit different mean scores. The present thesis performed a systematic evaluation on the impact of ethnicity on personality traits. The study examined the impact of ethnicity on NZ Army Officer applicant personality assessment scores measured by the EPQ-R and GPP-I. Four ethnic groups (NZ Europeans, Mâori, Pasifika, and Asian) were analysed for mean trait score differences among ethnic groups, the stability of these differences across different personality inventories and models, the variance of personality traits, the impact of ethnicity on age and gender relationships with personality traits, and how these differences were related to employment selection outcomes. The analyses revealed that ethnicity did have some impact on mean personality assessment scores used in the study. However, these were mostly small differences among ethnic groups. In addition, most of these differences found on the EPQ-R and the GPP-I were not consistent across inventories and models. There were no significant variance differences found on personality traits among ethnic groups. While initial analysis suggested that ethnicity did not influence the relationship between age and gender on personality assessment, further examination suggested that the relationship between gender and personality was impacted on by ethnicity. There were reassuring results found for New Zealand psychologists and HR specialists, as only two of the twelve traits analysed showed moderate differences on traits that were related to selection outcomes. However, for the NZ Army OSB selection process the findings in the present study indicate that the Lie scale on the EPQ-R and the Vigor trait on the GPP-I may need to be interpreted with caution for Asian and Pasifika groups. These results are discussed in terms of implications for personality theory, measurement, and the direction of future research.

Syftet med studien är att undersöka och följa matematiklärares resonemang kring ämnesplanens förmågor, genom problematisering av nationella provuppgifter.   Matematikundervisningen både på grundskolan och gymnasiet har visat sig vara begränsad när det gäller målstyrning av undervisningen som bygger på medvetenhet och kunskap om förmågorna. En förutsättning för att undervisningen ska kunna vara målstyrd med avseende på förmågorna ser vi är lärares kunskap och medvetenhet om desamma. Avsikten med studien är därför att ur ett utvecklingsperspektiv hitta sätt att för lärare ge ämnesplanens förmågor innebörd. De nationella proven konkretiserar flera av förmågorna, och skulle därför kunna fungera som vägledare i lärares kompetensutveckling kring förmågornas innebörd.  Undersökningen baseras på två filmade fokusgruppsdiskussioner i vilka gymnasielärare i matematik deltar. Diskussionerna utgår från nationella provuppgifter i matematik, med stegvis introducering av skolverkets definitioner av förmågorna och senare också av skolverkets bedömning av desamma.  Studiens teoretiska ramverk utgörs av ett kollegialt lärandeperspektiv och ett multimodalt och socialsemiotiskt perspektiv, som också används i den kvalitativa videoanalysen.   Studien visar att lärarnas resonemang förändras under diskussionen utan Skolverkets definitioner, så till vida att en slags överenskommelse görs, av på vilket sätt förmågorna kan tolkas. Skolverkets definitioner visade sig ha marginell inverkan på resonemangets utveckling i riktning mot Skolverkets intentioner. Skolverkets bedömning tillsammans med definitionerna fungerade däremot som utmanare till lärarnas egen tolkning och skapade genom det ett ökat resonemang. Resonemanget visade dock inte på ökad kunskap och medvetenhet kring förmågornas innebörd, som är förenligt med Skolverkets intentioner. Med stöd av forskning kring kollegialt lärande, skulle ledning av expertis på området kunnat möjliggöra ett resonemang i riktning mot intentionerna. / The aim of this study is to investigate and to monitor teachers of mathematics when they reason on the abilities as expressed in the curriculum, through problematisation of Swedish national test questions.   Teaching mathematics in Sweden has shown itself to be limited when it comes to setting objectives when based on awareness and knowledge of the abilities. One condition for the teaching to be manageable is that the teachers are aware of the abilities. The intention of this study is to find a way for the teachers through a perspective of development, where the abilities are given meaning. The national tests define many of the abilities and therefore the tests could be a guide in the teachers’ development of the reasoning of the abilities.   The investigation is based on two videotaped focus discussions by high school teachers of mathematics. These discussions are based on national test questions, where the teachers are gradually introduced to the national educational agency’s (henceforth Skolverket) definitions of the abilities and assessments that are given by Skolverket. The theoretical framework of the study is based on collegial teaching perspective and a multimodal- and social semiotic perspective, which is also being used in the qualitative video analysis.   The study shows that the teachers’ reasoning changes during the discussions without Skolverket’s definitions, and the teachers reach a consensus on how the abilities should be interpreted. Skolverket’s definitions had only marginal effects on the teachers’ reasoning regarding the intentions of the abilities. However, the teachers’ interpretations were challenged by the assessments which resulted in an increase in the teachers’ reasoning and interpretations. But the outcome of the study has not given any convincing evidence that an actual increase in knowledge nor awareness of the abilities has occurred. According to research into collegial learning, experts in this field would have been able to support more developed reasoning in line with the intentions.

Detta examensarbete handlar om hur lärare i grundskolans tidigare år ser på arbetet med elevernas muntliga förmågor, och då speciellt i förhållande till skolans demokratiuppdrag. Muntlig förmåga är en viktig del av de kunskaper du behöver besitta för att fungera i en demokrati. I dagens samhälle krävs att du har förmågan att tala för din sak och att du kan försvara din åsikt, dessa förmågor blir allt viktigare i ett allt mer individualiserat samhälle. Enligt skollagen skall skolan ge eleverna de kunskaper och förmågor som krävs för att fungera i livet utanför skolan. Frågan som undersökningen ställer är om yrkesaktiva lärare ser kopplingar mellan demokratiuppdraget och arbetet med elevernas muntliga förmågor. Undersökningen visar att lärarna och forskningen är överens om att det finns starka band mellan dessa områden. Det är svårt att leva och vara aktiv i en demokrati om du inte kan samtala med andra människor. Lärarna i undersökningen förmedlar en oro över många elevers bristfälliga kompetenser vad det gäller att kommunicera genom samtal. Forskningen har påvisat att eleverna behöver träna sina muntliga förmågor mer än vad som görs idag, men att många lärare idag saknar kunskap om hur de skall hjälpa eleverna. / This Exam is about the teacher’s outlook of their student’s oral abilities in relation to the democratic mission of the educational body. Oral abilities are crucial to function in a democratic. To be able to make your point and defend your opinion on different subject, is demanded of you today and these skills are even more important in todays individualized society. According to the school act, the school must implement the knowledge and skills necessary for the students to cope with life outside school. The question this study raises is, do the faculty at school acknowledge the connection between the democratic mission and the oral skills of their students. This study shows that educators and research agree on the strong connections between these areas. It is difficult to be active in a democracy if you are not able to express yourself to other people. The teachers in this study are expressing a concern of the lack of skills regarding the ability to communicate orally that many of the students show. Studies has shown that students do need to practice their oral skills more than it is done today but many teachers lack in knowledge in how to help their students. Keyword: oral proficiency, Oral abilities, school`s previous years, school`s democracy mission, rhetoric at school,