3. CFIT

Culture Fair Intelligence Test – Scale 3 CFIT – Scale 3 INTRODUCTION The Culture Fair Intelligence Test measure individual intelligence in a manner designed to reduce, as much as possible, the influence of verbal fluency, cultural climate, and educational level. The tests, which may be administered individually or in a group, are non-verbal and require only that examinees be able to perceive relationships in shapes and figures. Each scale contains four subtests, involving different perceptual tasks, so that the composite intelligence measure avoids spurious reliance on a single skill. APPLICABILITY Culture Fair Tests are valuable instruments for all uses to which an intelligence test is rationally applied, notably: 1. Discovering whether the achievement of each individual is what would be expected from his intelligence, thus facilitating identification of emotional or learning problems where they exist; 2. Assessing an applicant’s potential to perform job-relevant tasks that involve cognitive ability; 3. Making a more reliable and informed decision whether a particular child may require special educational facilities or a program of cultural enrichment. 4. Selecting students for accelerated educational programs within an age-group grade; 5. Advising students in regard to probable success in college or the chance of winning scholarship; 6. Increasing the effectiveness of vocational guidance decisions, both for students and adults. FORMAT OF THE TESTS Scale 3 are wholly group administrable. Nevertheless, occasions may arise in which the closer rapport of a one-on-one situation will be required to enable the individual being tested to perform most effectively. The examiner should be alert to such situations. Table 1 shows the breakdown, item content and time required to administer the tests.

Table 1 ITEMS AND TIME ALLOTTED TO EACH SUBTEST IN SCALE 2 AND 3

Test 1. Series Test 2. Classifications Test 3. Matrices Test 4. Conditions (Topology)

Total

Scale 3 Number of Items 13 14 13 10

50 items

(Form A or B) Time Allotted 3 mins. 4 mins. 3 mins. 2 ½ mins.

12 ½ mins.

SCORING THE TEST Once the tests have been administered, there remains the task of obtaining raw scores from the answer sheets or booklets and converting these raw scores to an interpretable standard score (if the machine-scoring option has not been selected). Hand Scoring When hand-scoring the tests, two general observations are in order. 1. Before placing the scoring key over the answer sheet, check first for patterned responses that would indicate an invalid protocol. If this occurs, or if the test administrator has other reasons to suspect that the responses are invalid, he should attempt to determine the reason. When he has remedied the problem, the test should be re-administered so that an accurate assessment of intelligence can be made. It’s probably best to wait a week or more before re-administering the same test to avoid spurious practice effects. 2. Check that inappropriate multiple responses have not been made. Remember that the second subtest in scale 3 requires two responses to each item. All other subtests require a single answer to each item. When inappropriate multiple responses are encountered, the item should be treated as if it were left blank.

FOR INSTRUCTORS/PROFESSORS USE ONLY CFIT VERBATIM INSTRUCTIONS FOR SCALE 3, FORM A Open the booklet to the first page. Test 1. Look at the first example. At the left, there are four boxes. The last one is empty. Continuing along that row, you see six more boxes, marked a, b, c, d, e, and f. Of those six boxes, one will fit correctly in the empty box. Here the little tree is bending over more and more in the first three pictures. Choose the correct box from over here on the right to go in the empty box. (Point and pause) The right answer has been given to you in the first example. It’s the tree in the third box, because that’s the one that has tilted over more than the last one in the boxes on the left. Notice on your answer sheet under “Test 1” that this answer, c, has been marked for you in this example. Look at the second example. The black part comes down lower and lower each time. (Point) So at the next step it would come more than half way down. Choose the answer you think is right and fill in the box for the correct answer on your answer sheet. (Pause) Which answer is correct? (Permit an answer) Yes, e is right. (If necessary, check that the answer has been marked correctly.) Now look at the third example. See, it’s as if something is growing, step by step. In the third box there are three, beginning from the top, so how many will go in the empty box? (Pause) Yes, four. Choose the square o the right that has four in the right position and on your answer sheet mark the right answer. (Pause) Which one is it? (Permit an answer) Yes, it’s e again. You can see that none of the other choices is quite right. When I tell you to start, go on and do the rest yourself. Begin with the first row just below the examples (point) and work through this page and the next. (Point) In each row, choose just one of the boxes on the right which would correctly go in the empty box and mark it as your answer on the answer sheet, as you did in the examples. You may not have time to finish them all, but work as quickly and carefully as you can. In all the tests you’ll be taking, you may change your answer if you change your mind, but not after I say, ‘stop.’ (Pause) Ready? Go! (After exactly 3 minutes say Stop! Pencils down.)

TEST 2 Turn the page to Test 2. Look at the examples at the top of the page. Three of the boxes in each example have shapes that are alike in some way, but the other two are different from these three. In each row, you are to find the two boxes that are different from the others. when you have found them, fill in, on your answer sheet, the two boxes that have the same letters under them as the answers you have chosen. In the first example, three figures have three sides and the two different figures are four-sided. They are answers b and d. They are marked for you as the correct answers, because they are different from the other figures in that row. Look at the second example. Find the two that are different. (Permit an answer) Yes, the filled in dotted circles are different from the others, and so c and e are the answers to mark on your answer sheet. Mark them. (Pause) You have the idea. Now, when I say, ’Go!’ choose two figures in each row that are different from the others. Then quickly mark the two boxes that have the same letters as the ones you choose. Work carefully and quickly and finish as many as you can on these two pages. Ready? Go! (After exactly 4 minutes say Stop! Pencils down.) TEST 3 Turn the page to Test 3. Look at the examples. In the large square there are four little boxes. Three of the boxes have drawings in them, but the drawing for the other square is missing. One of the boxes in the row at the right (Point) fits correctly in the empty box. You’re to choose the right one and mark the answer on your answer sheet. In the first example, the second answer, b, has been chosen because it fits best in the empty box. It has been marked for you. Now look at the second row. Which is the right answer? (Permit an answer) Yes, c, the little dotted figure facing to the right, fits the empty box best. Mark it on your answer sheet. In the third example, should we look for one circle or two? (Permit an answer) Yes, one; and should it be white or dotted? (Permit an answer) Yes, it should be white. So f is the correct answer. Mark it.

When I say, ‘Go!’ start with the first row, just below the last example (Point) and find the drawing that would look right in the empty box. Then, on your answer sheet, fill in the little box under the letter that is the same as your answer. Do both pages. See how many you can do. Ready? Go! (After exactly 3minutes say Stop! Pencils down.) Test 4 Turn the page to Test 4. In the separate box of the first example (Point), there is a dot which is both the circle and the square. Now look at the row of five possible answers (Point) and see if you can find a drawing where you could put into in one dot that will be inside both the circle and the square. (Pause) None of the answers will work except the third one, c. This example shows that the dot can be in both the circle and the square. The c is marked for you on your answer sheet. Look at the second example. In the separate box, the dot is inside the threesided figure but outside the four-sided figure. In the row of boxes there is just one figure where you could put a dot in the three-sided figure and not get it in the foursided figure, too. Look carefully and you will see that the correct answer is d. Mark it on your answer sheet. In the third example, you notice that the dot is in the three-sided figure and above the curved line. Which is the only figure in the row of choices where we could do the same thing? (Permit an answer) Yes, b is the one. Mark it on your answer sheet. When I say, ‘Go!’ start with the first row under the heavy line. (Point) Look carefully where the dot is. The find a drawing where you could do just the same, and mark the little box on your answer sheet that has the same letter as the answer sheet that has the same letter as the answer you chose. Please do not make any marks on the booklet. Is that clear? See how many you can do. Ready? Go!

(After exactly 2¹⁄ ₂minutes say

Stop! Pencils down.)

Turn your booklet over. Look at your answer sheet and make sure your name and the other lines are filled in. Collect papers quickly to prevent changes. If much time has elapsed since form A was given, it may be wise to repeat the “Preliminary Instructions for Both Scales” on page 12. However, if the examinees (particularly older ones) have been given Form A earlier in the day, it is permissible to go quickly through the preliminary instructions and examples, pointing out the similarities to the tests in the other booklet.

Prepared by Sr. Angelina M. Julom, PhD UST, Psychology Department