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 applicants 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 mins.

12 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. Its 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.