The document discusses Raven’s Progressive Matrices (RPM), designed to evaluate cognitive ability through the eductive component of general intelligence (“g”). It includes Standard, Colored, and Advanced Progressive Matrices, each tailored for different populations and purposes, with clear structures and methods for assessment. The test is widely used in educational settings for evaluating intellectual capacity effectively and efficiently.

1. (Raven’s
Progressive
Matrices)
Standard
Progressive
Matrices
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2. Introduction
– The Standard Progressive Matrices (SPM) test was constructed to measure the
eductive component of “g” as defined in Spearman’s theory of Cognitive ability.
– Eductive Ability is the ability to forge new insights, the ability to differentiate
meaning in confusion, the ability to perceive and the ability to identify
relationships.
– The essential feature of eductive ability is the ability to generate new, largely
non-verbal, concepts which make it possible to think clearly.

3. Reproductive Ability
– Reproductive ability relates to people’s knowledge of, and ability to reproduce, a
culture’s store of verbal concepts.
– The successful execution of many tasks, and in particular passing “academic”
examinations, is dependent on a knowledge of, and facility with , this store of
ideas.

4. Author, Design and Use
– SPM was developed by J Raven, J C Raven and J H Court.
– The SPM was developed for use in homes, schools, workplaces as well as in
Laboratories.
– The test is made up of Five sets, or series of Diagrammatic puzzles exhibiting
serial change in two dimensions simultaneously.
– Each puzzle has a part missing, which the person taking the test has to find
among the options provided.

5. – The standard test consists of 60 problems divided into five Sets (A,B, C, D, and E) each made up
of 12 problems.
– In each set, the first problem is as nearly as possible self-evident, and the problems that follow
become progressively difficult.
– The five sets provide five opportunities to grasp the method of thought required to solve the
problems and five progressive assessments of a person’s capacity for intellectual activity.

6. – The SPM was designed to cover the widest possible range of mental ability and
to be equally useful with persons of all ages, whatever their education,
nationality or physical condition.
– The test is designed to provide a reliable estimate of person’s capacity to think
clearly when allowed to work steadily and undisturbed at his or her own speed.

7. Versions of the Matrices
– The Standard progressive Matrices (SPM) is divided into 5 sets of 12 problems
(Sets A, B, C, D and E).
– Each set starts with a problem which is, as far as possible, self-evident, and
develops a theme, and becomes progressively more difficult.
– Administered in a standard way, the test therefore provides a built-in training
program and guides the ability to learn form experience or “learning potential”

8. Colored Progressive Matrices
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9. Colored Progressive Matrices
– In Colored Progressive Matrices (CPM) Sets C, D and E of the Standard series
have been omitted, and an additional set of 12 problems (Set Ab) has been
inserted between sets A and B.
– CPM is designed to assess with greater precision the intellectual processes of
young children, mentally retarded persons and the elderly.

10. – The colored backgrounds on which the problems are printed attract attention,
make the test spontaneously interesting and prevent the need for too much
verbal instruction.
– The last few problems in Set B are of the same order of difficulty as the early
problems in Sets C D and E of the standard test.
– To facilitate the transition from Colored to the Standard series, the last few
problems of Set B are printed in the Colored version exactly as they appear in
the Standard test.

11. – In this way, a person who succeeds in solving these problems can proceed
without interruption to Sets C, D and E so that total capacity for intellectual
activity can be more accurately assessed.
– When appropriate, the scores on AB set can be omitted, and the total score on
A, B, C, D and E used ton n assess the percentile Grade, in accordance with the
Norms of Standard Test.

12. Advanced
progressive
matrices
AQSA SHAHID

13. Advanced Progressive Matrices (APM)
– The Advanced Progressive Matrices (APM) consists of 12 problems in Set I.
– It is generally used to establish a field of thought for respondents and provide
them with training in the method of working.
– Set II consists of 36 problems, arranged in ascending order of difficulty.
– It is not necessary for every respondent to complete the test.
– Set II can be used to assess “intellectual efficiency’

14. – SPM is more preferred to assess individuals because:
– 1- lower scoring respondents encounter fewer problems and therefore have
more positive experience of the test.
– 2- there are more research data for SPM.
– 3- As an untimed test, it is less stressful for respondents.

15. Applications of RPM
RPM is most widely used by teachers and other in their day to day work as it
provides, in efficient and cost effective way, most meaningful and useful
information that can be obtained by full length intelligence tests.
They are also widely used by educational psychologists, and Diagnosticians.

16. – It is also used in educational institutions as preliminary screening test.
– The CPM in particular, has been widely used to identify both Intellectual
disability and Dementia in the elderly population.

17. Instruction for Administering the SPM
– Raven’s Progressive Matrices are extremely easy to administer.
– In contrast to many other tests, it is not necessary to stick to any particular
wording.
– When the test is administered individually by the tester, it appears to introduce
emotional factors which interfere with effective thought.
– These are less likely to arise when people are allowed to work quietly at their
own speed.

18. – When people are able to work calmly, on their own, individually or as part of
group, it appears to provide a more reliable sample of their capacity for clear
thinking.
– Most children under and many under 7 years of age need to be tested
individually.
– Most children aged 7 to 9, who are able to read, write and cope with the answer
sheets can be tested in groups of 8 or 9.

19. – The SPM can be administered to those who do not speak English, or are deaf.
– However, because of the need to ensure that everyone understands each stage
of the test, it can only be administered individually, or in groups of up to 5
people.

20. Scoring the test
– A person’s score on the test is the total number of problems solved correctly.
– By subtracting from a person’s score on each of the five sets, the score normally
expected on each set for the same total score on the scale, the consistency of
subject’s work can be assessed.
– The difference between the score a person obtains on each set and that
normally expected for that total score can be shown numerically as follows
Discrepancies: 0,-1, +2, 0 -1.”.
–

21. Evaluating Results
– For practical purposes it is convenient to take certain percentages of the
population and to group people’s scores accordingly. In this way it is possible to
classify a person according to the score obtained as shown below:
– GRADE I “Intellectually superior”, if a score lies at or above 95th percentile for
people of the same age group.
– GRADE II “Definitely above the average in Intellectual capacity”, if a score lies
at or above 75th percentile. (It may be designated II+ if it lies at or above the 90th
percentile).

22. – GRADE III “Intellectually average”, if a score lies between the 25th and 75th
percentile. (it may be designated as III+ , if it is above 50th percentile, and III- , if
it is below it).
– GRADE IV “Definitely below average in intellectual capacity”, if a score lies at
or below the 25th percentile. (it may be designated IV-, if it lies at or below 10th
percentile).
– GRADE V “ Intellectually Impaired”, if a score lies at or below the 5th percentile
for that age group.