Mental Ability Test

Culture Fair Intelligence Test (CFIT)

Purpose: Measures individual intelligence in a manner designed to reduced, as possible, the
influence of verbal fluency, cultural climate, and educational level.
Author/s: Raymond B. Catell & A. Karen S. Catell
Publisher: Institute for Personality and Ability Testing (IPAT)
Description: A non – verbal paper and pencil test designed as a culturally unbiased test to
measure one’s intelligence. Its goal is to measure one’s fluid intelligence, analytical, and
abstract reasoning. As a culture fair test of mental ability, it is designed to not be influenced by
verbal ability, cultural climate or educational level.
Scales/Items/Forms: CFIT is available in three levels:
Scale 1 – used for children 4-8 years of age, older, mentally-handicapped individuals. It
has eight subtests and requires individual administration
Scale 2 – Ages 8-13 and average adults. Have 4 subtests.
Scale 3 – for ages 14 to college students and superior adults. Have 4 subtests.
Each scale has been prepared in two parallel forms: A and B
Administration: Easy to administer; groups or individual; Total administration time is 12.5
minutes; Total number of items: In scale 2: 46 items; Scale 3: 50 items; Answers can be marked
in the test booklet or on a separate answer sheet.
Reliability: Entirely satisfactory internal consistency of the general score (Cronbach’s alpha
.80); Slightly lower, but satisfactory nevertheless of the Part A (Cronbach’s alpha .77 - .81
depending on the sample); High absolute stability in adults, lower in high school students. The
scores are significantly better after 3 weeks.
Validity: The relatively high loading of the CFIT scale on fluid intelligence factor indicates that
the Culture Fair scale does, in fact, have reasonably high direct concept validity with respect to
the concept of fluid intelligence.
Norms: or Scale 1: Mental age and IQ norms; For Scale 1 and Scale 3: Percentiles, by ages
and IQs

Reference:
Apostol, C. (2016). Culture Fair Intelligence Test (CFIT) Manual. Retrieved on July 3, 2018 from
https://www.slideshare.net/CLARENCEAPOSTOL1/cfit-test-62617085
 SRA Verbal Test
Purpose: SRA Verbal is a test of general ability. It is used as a measure of an individual’s
overall adaptability and flexibility in comprehending and following instructions, and in adjusting
to alternating types of problems.
Author/s: Louis L. Thurstone (1887 – 1955)
Publisher: Science Research Associates, Inc.
Description: This test has been designed for use in both school and industry. However, it is
intended only for persons who are familiar with the English Language. The SRA Verbal can be
used for persons of slightly lower general ability. Age range: Senior High School, College, and
Adult.
Scales/Items/Forms: SRA Verbal has two types of items:
Vocabulary (Linguistic) – The L Score represents proficiency in the use of language
and is probably most related to a person’s performance in work requiring language
comprehension.
Arithmetic Reasoning (Quantitative) – The Q Score represents efficiency in perceiving
and solving mathematical problems.
The score level depends on power (ability to handle test items) and speed of response
(adaptability)
Forms A and Forms B can be used at all educational levels from junior high school to
college and at all employee levels from unskilled laborers to middle management.
However, it is intended only for persons who are familiar with the English language. To
determine the general ability of persons who speaks foreign languages or illiterates, a
nonverbal form or pictorial test should be used.
Administration: The examiner should be familiar with the testing methods and experienced in
administering group tests. The cover page of the test will familiarize the examinees with the test.
These practice exercises are not scored. It is very important that each person knows exactly
what to do in the test itself. BEGIN – timing of the test starts 15 minutes. STOP – pencils down,
close the test booklet.
Scoring: The SRA Verbal is scored by counting the responses recorded in the boxes of the
self-scoring grid. Using the scoring template for L or Q factor, count only those squares that
contain an X. An X outside a square or a square with a circle around it is not to be counted. The
sum of the L raw score and the Q raw score is the Total (T) raw score.
Interpretation of the scores: Raw scores on either form may be converted to a
percentile or stanine rank for interpretation. A person obtaining a high L score maybe expected
to have a good mastery of the English language, to follow instruction easily, and to show facility
in reading and in expression. A person obtaining a high Q score maybe expected to adjust
quickly and accurately to situations involving numbers. Values on a scoring scale at or below
which a given percentage of cases fall a standard score ranging from 1 to 9 with a mean of 5.
A low score can be attributed either to inability to answer items or inability to shift mental set. It
would seem logical that this test generally prove to be most valid in a situation where both
mental ability and speed of responses are required.
Reliability: A study of equivalence of Form A and Form B of the SRA Verbal was conducted on
a sample of 300 high school students in the Midwest. The age range of the students was from
14 – 19 years with a mean of 16.3. One-half of the samples took Form A first and then Form B.
This sequence was reversed for the other half of the students. Reliabilities shown were in the
high .70’s for all scores: L, Q and Total.
Validity: Situational Validity Studies of the test are not yet available. But, the test correlates (r =
.65) with scores on the adaptability test for 184 industrial salaried employees, and (r = .55) with
the adaptability test for 99 laborers. This validity shows a significant portion of the variance
covered by a standard mental ability test.

References:
Apostol, C. (2016 June). SRA Verbal Form. Retrieved on July 3, 2018 from
https://www.slideshare.net/CLARENCEAPOSTOL1/sra-verbal-test62619777?next_slideshow=1
Legaspi, G. (2013 November). SRA Vebal. Retrived on July 3, 2018 from
https://prezi.com/c1fgal2rjwf0/sra-verbal/

Raven’s Progressive Matrices

Purpose: The RPM is a test designed to measure your non-verbal, abstract and cognitive
functioning.
Author/s: John C. Raven
Date: 1936
Publisher: U.S. Distributor: The Psychological Corporation
Description: The RPM was developed in the 1930’s to research how genetic aspects and
environmental aspects influence intelligence. The RPM is designed to have no cultural or ethnic
bias, so it should measure only the genetic component of intelligence without the influence of
environment.
Scales/Items/Forms: The matrices are posed in different forms for participants of different
ability:
Standard Progressive Matrices – these were the original form of the matrices, first
published in 1938. The booklet comprises five sets (A to E) of 12 items each (e.g., A1
through A12), with items within a set becoming increasingly difficult, requiring ever
greater cognitive capacity to encode and analyze information. All items are presented in
black ink on a white background. Ages 6 to adult.

Coloured Progressive Matrices: Designed for younger children, the elderly, and
people with moderate or severe learning difficulties, this test contains sets A and B from
 the standard matrices, with a further set of 12 items inserted between the two, as set Ab.
Most items are presented on a coloured background to make the test visually stimulating
for participants. However the very last few items in set B are presented as black-on-
white; in this way, if a subject exceeds the tester's expectations, transition to sets C, D,
and E of the standard matrices is eased.

Advanced Progressive Matrices: The advanced form of the matrices contains 48

items, presented as one set of 12 (set I), and another of 36 (set II). Items are again
presented in black ink on a white background, and become increasingly difficult as
progress is made through each set. These items are appropriate for adults and
adolescents of above-average intelligence.

In addition, so-called "parallel" forms of the standard and coloured progressive matrices
were published in 1998. This was to address the problem of the Raven's Matrices being
too well-known in the general population. The fact that testees have grown increasingly
experienced with the Ravens over the last 60 years could explain the increases in
scores of around 10 IQ points per generation. Items in the parallel tests have been
constructed so that average solution rates to each question are identical for the classic
and parallel versions. An extended form of the standard progressive matrices, Standard
Progressive Matrices Plus, was published at the same time, offering
greater discrimination among more able young adults.

Administration: Today the test is widely used as a pre-employment assessment tool. In the
test, a candidate is presented with a matrix of 3x3 geometric designs, with one piece missing.
The candidate’s job is to choose the right diagram, from a set of eight answers that completes a
pattern in the matrix that one have to figure out. The questions and answers are all completely
non-verbal. There is also a computer based version of the RPM. Individual or group
administration can be done. It is untimed but generally takes between 40 – 60 minutes.
Scoring:
Standard Progressive Matrices – The SPM consists of 60 items arranged in five sets
(A,B,C,D, & E) of 12 items each. Each item contains a figure with a missing piece. Below
the figure are either six (Sets A & B) or eight (sets through E) alternative pieces to
complete the figure, only one of which is correct. Each set involves a different principle
or themes for obtaining the missing piece, and within a set the items are roughly
arranged in increasing order of difficulty. The raw score is typically converted to a
percentile rank by using the appropriate norms.

Coloured Progressive Matrices:

Advanced Progressive Matrices:

Reliability:
Validity:
References: