Section I- Self-administered Tests

Title- Standard Progressive Matrices

Purpose- The Ravens standard progressive matrices is a nonverbal assessment tool designed
to measure an individual's ability to perceive and think clearly, make meaning out of
confusion, and formulate new concepts when faced with novel information.

Introduction;

The SPM (Standard Progressive Matrices) is a widely used psychometric test that measures
abstract reasoning ability. It was developed by psychologist John C. Raven in the mid-20th
century and has since become one of the most popular non-verbal intelligence tests in the
world.

Here is a brief history of the SPM psychometric test:

The SPM is a non-verbal intelligence test created by John C. Raven in the 1930s. It was
published in 1938 and underwent several revisions and expansions, including the Standard
Progressive Matrices Plus (SPM+) and the Coloured Progressive Matrices (CPM). It has been
standardized on various populations to ensure its reliability and validity, and is widely used in
educational and employment settings. Research and adaptations have been developed to
enhance its administration and scoring processes. The SPM has a rich history dating back to
the 1930s and has remained one of the most recognized and widely used non-verbal
intelligence tests across the globe.

The Standard Progressive Matrices (SPM) was published in 1938 and consisted of 60
matrices divided into five sets. In the 1950s, Raven revised the SPM to 72 matrices. Colored
matrices were added to enhance visual appeal and engagement. Parallel forms were
developed to accommodate different age groups and ability levels. The SPM-Plus is an
extended version of the SPM that includes additional sets of matrices.

The Standard Progressive Matrices (SPM) scale, developed by John C. Raven, is a widely
used non-verbal test of abstract reasoning. It consists of a series of visual pattern completion
problems that assess an individual's ability to perceive relationships and patterns in visual
stimuli. The SPM scale employs various constructs to evaluate a person's cognitive abilities.
These constructs include:
Pattern Recognition: The ability to identify patterns and relationships between different
elements in visual stimuli.

Analogical Reasoning: The capacity to recognize similarities and differences between objects
or concepts and apply this understanding to solve problems.

Inductive Reasoning: The skill of deriving general principles or rules based on specific
observations or examples.

Abstract Reasoning: The aptitude to think conceptually and solve problems that do not rely
on prior knowledge or concrete objects.

Cognitive Flexibility: The ability to adapt thinking strategies and switch between different
approaches when solving problems.

Visual-Spatial Reasoning: The capacity to mentally manipulate and transform visual

information, such as shapes and spatial relationships.

Fluid Intelligence: The ability to think logically and solve problems in novel situations,
independent of acquired knowledge or experience.

By utilizing these constructs, the SPM scale aims to assess an individual's cognitive capacity
and reasoning abilities in a non-verbal manner, making it suitable for people with different
linguistic backgrounds and minimizing cultural bias.

***Tool administration***

PARTICIPANT’S INFORMATION

NAME: AGE: GENDER: QUALIFICATION:

Bhumika Mistry 23 Female Graduate

PROCEDURE OF ADMINISTRATION

The administration procedures for the Standard Progressive Matrices (SPM),can vary
depending on the specific guidelines provided by the test publishers. However, here is a
general overview of the administration procedures for each test:
Standard Progressive Matrices (SPM):
Familiarize yourself with the test instructions and scoring criteria provided in the
SPM manual.
Ensure you have the necessary materials, including the SPM test booklet, answer
sheet, and pencils.
Create a quiet and distraction-free environment for the test.
Explain the purpose of the test to the test-taker and inform them that the test is not
timed.
Present each SPM item one at a time, following the specified order in the test booklet.
Read the instructions for each item clearly and allow the test-taker to examine the
matrix and answer options.
Instruct the test-taker to select the missing element from the provided options and
mark their answer on the answer sheet.
 Continue administering the items in increasing order of difficulty.
 Monitor the test-taker's progress and provide any necessary assistance or
encouragement.

 Once the test-taker has completed all the items or indicates they are unable to
continue, conclude the test. Thank them for their participation.

**Instructions**
 Instructions for administering the Analogical Reasoning (AR) and Standard
Progressive Matrices (SPM) tests:


 Introduction:


 Introduce yourself and explain the purpose of the tests to the test taker.
 Explain that the AR and SPM tests assess their cognitive abilities, specifically
their abstract reasoning and analogical reasoning skills.
 Inform them that there are no right or wrong answers and that the tests are
designed to challenge their problem-solving and reasoning abilities.
 Ensure that they understand the instructions and have an opportunity to ask
any questions before proceeding.


 Test Administration (AR):



 Explain that the AR test consists of tasks that involve recognizing similarities
and differences between objects or concepts and applying this understanding
to solve problems.
 Present each task one at a time and provide any necessary instructions or
examples.
 Encourage the test taker to take their time and carefully consider each task
before providing their response.
 Inform them that they should choose the option that best completes the pattern
or represents the logical relationship between the given elements.
 Reassure them that it is normal to find some tasks challenging and that they
should do their best.


 Test Administration (SPM):



 Explain that the SPM test consists of visual pattern completion problems.
 Present each problem one at a time and allow the test taker to examine the
incomplete pattern.
 Encourage them to identify the missing piece or the logical pattern that would
complete the pattern most appropriately.
 Remind them that they should rely on their visual perception and reasoning
abilities to solve the problems.
 Inform them that there may be multiple plausible answers for some problems,
but they should select the option that they believe best completes the pattern.


 Scoring:
 

 Score each task or problem based on the predetermined scoring criteria

provided with the test.
 For the AR test, assign points for correct responses based on the established
answer key.
 For the SPM test, follow the specified scoring guidelines to determine the
correctness of the completed patterns.
 Calculate the total score by summing the points earned across all tasks or
problems.


 Reporting:


 Interpret the test results based on the established norms and guidelines.
 Provide feedback to the test taker on their performance, highlighting their
strengths and areas for improvement in abstract reasoning and analogical
reasoning.
 Explain that these tests assess specific cognitive abilities and that the results
should be considered along with other relevant information for a
comprehensive evaluation.


 It is crucial to administer the AR and SPM tests consistently and in a

standardized manner to ensure the reliability and validity of the results.


***Individual Report (Interpretation of the results of the score)***

Scoring Process