time, and, in that individual test items that discriminate unduly against particular ethnic groups are eliminated.
Using the Bennett Mechanical Comprehension Test (BCMT), a test of ability, as an example, to make meaningful interpretations of the BMCT scores, such scores must be evaluated in relation to a norm for an appropriate group (Hamilton & Dickinson, 1987, pp. 49-54). Some organizations that rely on the BMCT establish their own norms based on experience with an organization's present and past employees. This approach to score norms enables organizations to compare job applicants in relation to the skills present or desired within the context of their own operations. The most stable norms within this organization-specific context are those based on samples of a minimum of 100 cases within a consistent job classification.
If an organization is not in a position to establish organization-specific test score norms, or if an organization for any other reason does not desire to either develop or us an organization-specific test score norm, the test score norms provided in the BMCT manual may be used (Hamilton & Dickinson, 1987, pp. 49-54). Test score norms are provided in the BMCT manual for three major groupsùindustrial job applicants, industrial employees, and students.
Five separate sets of test score norms are provided in the BMCT manual for industrial job applicants (Hamilton & Dickinson, 1987, pp. 49-54). These norms are as follows: (1) process training job norms, which are based on a norm population of oil refinery jobs; (2) Electrical inspector trainee jobs, which are based on a norm population of electrical jobs in an aviation company; (3) mechanical jobs, which are based on a norm population of mechanical jobs in an aviation company; (4) skilled trades jobs, which are based on a norm population of similar jobs within an automobile manufacturing company; and (5) union apprentice training program for skille...