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Culture Fair Test

The document provides a history and overview of the Culture Fair Test, which was developed beginning in the 1920s to precisely measure intelligence in a way that reduces cultural and educational influences. It describes the format, including four subtests involving perceptual tasks. The test has undergone several revisions to improve validity, reliability, and representation. It aims to create a psychometrically sound test of intelligence that minimizes irrelevant cultural influences while maintaining predictive utility. The Culture Fair Test can be used to assess individuals' cognitive abilities and potential in educational and employment contexts.

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Yesha Hermoso
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206 views3 pages

Culture Fair Test

The document provides a history and overview of the Culture Fair Test, which was developed beginning in the 1920s to precisely measure intelligence in a way that reduces cultural and educational influences. It describes the format, including four subtests involving perceptual tasks. The test has undergone several revisions to improve validity, reliability, and representation. It aims to create a psychometrically sound test of intelligence that minimizes irrelevant cultural influences while maintaining predictive utility. The Culture Fair Test can be used to assess individuals' cognitive abilities and potential in educational and employment contexts.

Uploaded by

Yesha Hermoso
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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History

-began in work undertaken by Cattel in the late 1920’s, sparked by the precise scientific research of
Charles Spearman and others into the nature and accurate measurement of intelligence.

1930 – Cattell group and Individual Intelligence tests. Five years later several of the scales were revised
and recast into non- verbal form to diminish the unwanted and unnecessary effort of verbal fluency in
the fuse measurement of intelligence

1940- another revision, items had become completely perceptual and were organized into six subtests,
of which have been retained in the present format. Before publication of this edition of the 159 items
analyzed 172 satisfactory valid and reliability were retrained for the published edition

1949 – CFST underwent another revision and adopted the format consisting of 4 subsists (series,
classification matrices and conditions) at each of 2 difficulty levels

1961 - Revised slight adjustments in the difficulty level and sequencing of a few items at the same time,
the norm samples were expanded to achieve better national representation in the final tables.

FORMAT OF THE TESTS

Scales 2 to 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 situations.

Description of the subtests

In the first subtest, the individual is presented with an incomplete, progressive series his task is to select
from among the choices provided the answer which best continues the series.

- In scale 2 as in the example shown he must select one which is different from the other 4
- In matrices subtest, the task is to correctly complete the design or matrix presented at the left
of each row.
- The final subtest conditions require the individual to select from
- Form the 5 choices provided, the one which duplicates the conditions given in the far-left box

Foreign language Instructions and materials

- Editions of the scales are already available in 23 foreign countries


- IPATS foreign test editor – translation of instructions and of the test booklet and one sheet
modified slightly to conform to the instructions.

RELIABILITY

All coefficients are quit respectably high and been evaluated across large and widely diverse samples the
difference in level of reliability bet the form and the full test ( fomm A + B ) are sufficiently large to
warrant administration of the full test, except when absolutely impossible in order to obtain the best
possible intelligence estimate.
VARIABILITY

Again, a good deal of specific validity information is contained in technical supplement. Tables 3.3 and
3.4 summarized this information for scales 2 and 3 respectively. In case two approaches to validation are
illustrated. The first evaluates how will the test measure the intelligence factors which in was designed
to measure. Other element of validity are covered in detail in the technical supplement which sets out
relationship bet culture fair scale and measure of scholastic achievement job performance and behavior
ratings.

Purpose of the Culture Fair Test

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 nonverbal and require only that examiners be able to
perceive relationships in shapes and figures.

Each scale contains four subtests, involving different perceptual tasks. So that composite intelligence
measure avoids spurious reliance and a single skill.

The main aims in the design and construction of the test were:

1. To create a psychometrically sound instrument, upon a comprehensive theoretical foundation


with maximum possible validity and reliability.
2. To minimize irrelevant influences of cultural learning and social climate while preserving the
predictive utility of the test across a broad spectrum of concrete behaviors.
3. To provide high administrative and scoring convenience and maximum economy of testing time.

The extent to which each of these aims has been realized in the testing forms is discussed in appropriate
sections of this manual.

Applicability Scope

1. Discovering whether the achievement of each individual is what would be expected from his
intelligence., thus facilitating identification of emotional or learning problem 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 program within all age-group grade.
5. Advising students in regard to probable success in challenge or the chance of winning
scholarship.
6. Increasing the effectiveness of vocational guidance decisions both for students and adults in all
such applications, the special advantage of the culture Fair Test is that they make a clearer
separation of natural ability from specific learning and thus permit better analysis and
prediction of individual’s ultimate potentialities.

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