The two major claims made for these scales are that they have high saturation on general ability, g, and those they are relatively independent of school achievement, social advantages, and various other environmental influences. In Scale 1, however, only four of the eight subtests are represented as being fully culture free. All tests are paper and pencil tests, except Test 5 of Scale 1 which requires that the examiner have various specific objects.
The four subtests of Scale 1 which Cattell considers to be culture fair are symbol copying, classification of pictures, mazes, and identification of similar drawings. The other four tests involve selecting familiar objects when named, following directions, identifying what is wrong with pictures of familiar objects, and riddles. The room in which Scale 1 is administered should have at least one oblong table low enough for a child easily to survey the top, two additional chairs, and a door which a child can open and shut.
A sound rationale, however, is no guarantee of successful execution. No one yet has produced a satisfactory culture fair test, and we need to see the evidence bearing on the extent to which the Cattell test meets its goals of providing a test of g that is minimally susceptible to cultural influences (Cattell 1933-63). The manuals are woefully inadequate in meeting this requirement.
Culture fair tests would seem to have possibilities for great usefulness on the current scene, now that we are getting more and more concerned about culturally deprived segments of our population. Not only would it be eminently desirable to locate persons of high intelligence who did not show up well on our conventional tests, but it would be a good thing to have a fair assessment of everyone's potential regardless of the level at which he could eventually function (Cattell 1933-63).
Adult Basic Learning Examination
This battery is a highly professional publication. The tests, manuals, and accessory materials are attractive in format, and the manuals are well organized, and complete. The major purposes are to determine general educational level of adults who have not completed formal eighth grade education and to evaluate programs designed to raise their educational level. Other purposes are diagnosis of individual strengths and weaknesses, educational planning, and measurement of progress.
The vocabulary, spelling, and arithmetic problems (Level 1 only) tests are administered as listening tests to avoid contamination by reading. No separate answer sheets are used; rather the student marks directly in the test booklet (Karlsen 1986-1990).
It was intended that the test material 'be adult in content and orientation.' An attempt was made to emphasize the vocabulary, reading, spelling, and arithmetic in the everyday life of adults. The authors appear to have succeeded very well in tins attempt. Most of the items appear to be appropriate for the target group, and there is little or no obvious 'cultural bias.'
The items appear to be technically well constructed. The vocabulary test is intended to indicate 'how well the student will be able ...