Suing, CAS-06-601P

Culture Fair Intelligence Test

 Designed to test nonverbal intelligence while minimizing the cultural and educational
biases.
 A test designed to be free of cultural bias and not be influence by verbal ability, culture
climate, or educational level as much as possible.
 Raymond B. Cattell is the person who developed it.
 He proposed that general intelligence comprises both fluid intelligence and
crystallized intelligence.
1. Fluid intelligence – innate knowledge
2. Crystallized intelligence – previously, new knowledge that are acquired through
education and experience
Purpose of CFIT

 Aids in the identification of learning problems and helps in making more reliable and
informed decisions in relation to the special education needs of children.
 Other uses include selecting students for accelerated educational programs, advising
students as to probable success in college, and increasing effectiveness of vocational
guidance, for both students and adults.
 Minimize irrelevant influences of cultural learning, and probably the social climate
preserving the predictive utility of the test across a broad spectrum of concrete behaviors.
History of CFIT
Late 1920: Began in the work undertaken by Cattell, sparked the precise scientific research of
Charles Spearman into the nature and accurate measurement of intelligence.
1930: Resulted in the publication on the Cattell Group and Inventory (Particularly intended for use
with children) were revised and recast into nonverbal form to diminish the unwanted and
unnecessary effects of verbal fluency in the pure measurement of intelligence.
1940: Another revision of the test appeared. Items had become completely perceptual and were
organized into 6 subtests.
1949: Another version and adopted the format consisting of 4 subtests (Series, Classification,
Matrices, and Conditions).
1961: Primary outcome of this revision were slight adjustments in the difficulty level and
sequencing of few items. The few samples were expanded to achieve better national
representation in the final tables.
* Revisions of the tests are needed for its reliability, validity, and its utility to be helpful among a
large group of people.
Test Takers
Scale 1: 4-8 years & older, mentally handicapped individuals (8 subtests)
Scale 2: 8-14 years and average adults (4 subtests)
Scale 3: 14 to college students and adult of superior intelligence (4 subtests)
- Scale 2 and 3 contain two equivalent forms as A and B
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Test Users
Level B: Available only if the test administrator has completed an advanced level course in testing
in a university, or its equivalent in training under the direction of a qualified superior or consultant.
* Psychometricians who will use this should be licensed.

Things to remember:
1. We should strictly follow the
time given for each items.
2. We should strictly follow the
instructions (do not change
anything!)

How to Administer

 Can occur by group or individuals

 Answers can be marked in the test booklet or in a separate answer sheet
Materials

 Kit or the manual

 Test booklets part A and part B
 Answer sheets part A and part B
 Screen
 Stopwatch
 Pencil
Procedure
1. Lab setting – preparing everything inside the test room
2. Rapport Formation – casual conversation should take place to create rapport between the
testee and the test taker.
3. Instructions – clear everything from the instructions, follow and read everything from the
manual!
4. Administration – work on all the subtests. During the test, the subjects’ behavior should
be observed and recorded.
Scoring

 Calculate the total correct answers owned by the client after carrying out the test. Total
correct answer will be referred to as a raw score, which should be changed or converted
into scaled score.
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 The scores are then paired with norm standard, then look at the intelligence level of the
client. *There are norms in every age.
Analysis
Norms:
Scale 1: Mental age and IQ norms
Scale 2 and 3: Percentiles, by ages and
IQs

Mean: 100
Standard Deviation: 15

*Don’t forget to check the reliability and validity

of the tests that you would use.

Interpretation

 Information about the test

takers are needed such as
their birthdays, age, gender,
etc. Note: do not forget the
date when they took the test.
 Their test results are needed.
 Give the test result using a
short sentence.