Choose the answer you think is right and fill in the box for the correct answer on your answer sheet. (Point) So at the next step it would come more than half way down. The black part comes down lower and lower each time. Notice on your answer sheet under “Test 1” that this answer, c, has been marked for you in this 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. (Point and pause) The right answer has been given to you in the first example. Choose the correct box from over here on the right to go in the empty box. Here the little tree is bending over more and more in the first three pictures. Of those six boxes, one will fit correctly in the empty box. Continuing along that row, you see six more boxes, marked a, b, c, d, e, and f. When inappropriate multiple responses are encountered, the item should be treated as if it were left blank.įOR INSTRUCTORS/PROFESSORS USE ONLY CFIT VERBATIM INSTRUCTIONS FOR SCALE 3, FORM A Open the booklet to the first page. All other subtests require a single answer to each item. Remember that the second subtest in scale 3 requires two responses to each item. Check that inappropriate multiple responses have not been made. It’s probably best to wait a week or more before re-administering the same test to avoid spurious practice effects. When he has remedied the problem, the test should be re-administered so that an accurate assessment of intelligence can be made. 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. Before placing the scoring key over the answer sheet, check first for patterned responses that would indicate an invalid protocol. Hand Scoring When hand-scoring the tests, two general observations are in order. 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).
Table 1 ITEMS AND TIME ALLOTTED TO EACH SUBTEST IN SCALE 2 AND 3 Table 1 shows the breakdown, item content and time required to administer the tests. The examiner should be alert to such situations. 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. FORMAT OF THE TESTS Scale 3 are wholly group administrable. Increasing the effectiveness of vocational guidance decisions, both for students and adults. Advising students in regard to probable success in college or the chance of winning scholarship 6. Selecting students for accelerated educational programs within an age-group grade 5. Making a more reliable and informed decision whether a particular child may require special educational facilities or a program of cultural enrichment. Assessing an applicant’s potential to perform job-relevant tasks that involve cognitive ability 3. 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. APPLICABILITY Culture Fair Tests are valuable instruments for all uses to which an intelligence test is rationally applied, notably: 1. Each scale contains four subtests, involving different perceptual tasks, so that the composite intelligence measure avoids spurious reliance on a single skill. 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. 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.
0 kommentar(er)
