Raven’s Colored Progressive Matrices

PURPOSE: The purpose is to determine the level of intelligence by assessing the perceptual
accuracy and analytical reasoning of the subject using Raven’s Colored Progressive Matrices.

INTRODUCTION:

Intelligence
Intelligence can be seen as a very general mental capability that, among other things, involves
the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn
quickly and learn from experience.

Intelligence can be defined as the adjustment or adaptation of the individual to his total
environment, or limited aspects thereof, the capacity to reorganize one’s behavior patterns so as
to act more effectively and more appropriately in novel situations, the ability to learn ,the extent
to which a person is educable,the ability to carry on abstract thinking and the effective use of
concepts and symbols in dealing with a problem to be solved .(W.Freeman,1937).

Theories of Intelligence
Early theories of intelligence concentrated more on the ability to be logical, problem-solving
abilities and critical thinking skills. In 1920, Psychologist Edward Thorndike proposed three
kinds of intelligence: social, mechanical, and abstract. In light of this, contemporary theories of
intelligence, such as that of Harvard psychologist Howard Gardner, tend to categorize
intelligence into separate categories (e.g., emotional, spatial, etc.).

Spearman's general intelligence The two-factor theory of Charles Spearman basically states that
intelligence has two factors through which it can be measured. One being the g-factor while the
other being the S-factor. According to spearman general intelligence or the g factor is the general
mental ability that comprises specific skills such verbal, spatial, numerical and mechanical,while
the s-factor comproces of the special abilities that came as the product of the presence of the g-
factor. In other words one can understand the g-factor to be the innate ability of the individual,
while the s-factor as the acquired from the environment and varies from person to person.

Thurstone’s Primary Mental Abilities

Thurstone opposed the theory of Spearman's by saying that there are a number of factors
involved in the making of one's intelligence as opposed to the one single g-factor theory. After
conducting over 56 different tests of mental abilities, he came up with 7 primary mental abilities
that includes verbal comprehension, verbal fluency, number facility, spatial visualization,
perceptual speed, memory, and inductive reasoning. Although spearman's theory of intelligence
was not completely neglected by thurstone, he insisted that intelligence cannot be reduced to just
a g-factor but had other specific factors contributing to the overall intelligence, and this paved
the way to other researches.

Gardens theory of multiple intelligence

Building off of Thurstone's primary mental abilities, Garden came up with the concept that
intelligence has multiple forms.
He proposed that there is no single intelligence, but rather distinct, independent multiple
intelligences exist, each representing unique skills and talents relevant to a certain category. He
initially proposed seven multiple intelligences, that are the linguistic, logical-mathematical,
spatial, musical, bodily-kinesthetic, interpersonal, and intrapersonal, and he has since added
naturalist intelligence. He further proposed that these abilities work together to make other
specific abilities such as leadership ability and creativity.

Raven’s Progressive Matrices

Raven's progessive matrices is a nonverbal ability test used to assess abstract reasoning. It gets
progressively harder as the test goes and the task is to find the missing part of the patterns that is
basically shown in matrices.

Raven's standard progressive matrices:

The original test of the progressive matrices test was published in 1938. Herein the matrices are
just plain black patterns with white background. There are 60 question in 5 sets that gets
progressive as they go further.

Ravens color progressive matrices

The matrices were designed for people with lower iq or young age people. It contains the two
first sets from the Standard Matrices with an additional set of 12 items inserted in between the
two.

Raven's advanced progressive matrices

This one has more matrices(48), put in 2 sets. One of the sets contains 12 and the other contains
36. These items are suitable for adults and adolescents of above-average intelligence. These
items are black on a white background and get progressive as it goes.

The test was originally developed by John C. Raven in 1936.

Theoretical Basis
Raven’s colored progressive Matrices was based on Charles Spearman's concept of general
intelligence. Spearman’s theory narrows down intellectual abilities into two factors. One
Is the general or common ability (g) and the other, a group of special abilities (s). ‘g’ was termed
to be an inborn ability while ‘s ‘was an ability an individual acquired from the environment and
varied from person to person.

Raven focused on the ‘g’ factor (general intelligence) and its two main components: educational
and reproductive ability. Eductive ability is about finding relationships and correlations in what
seems to be disorganized information. It is drawn from the Latin root ‘educere’, meaning ‘to
draw out’. This type of intellectual ability requires us to make comparisons, deductions, mental
representations, and use analogical reasoning and logic principles. Reproductive ability is the
ability to store and reproduce information. All of this makes up Spearman’s g. Many consider it a
valid predictor of intelligence in general.

Application and Uses:

Raven’s Standard Progressive Matrices is one of the best non-verbal tests of mental ability. By
administering this test we can get information on one’s ability to learn, their abstract reasoning
and problem solving skills. This test was mainly developed for research purposes. It can be
administered on people of any age regardless of their communication or motor skills. In
admission it’s very economical.

Psychometric Properties: reliability and validity

Reliability

‘In the recent standardisations, the retest reliability of the Raven’s CPM was revealed to be 0.90
over the whole range of development (Raven et al., 1990). A split half-reliability estimate of
0 .90 was obtained, with no differences found between ethnicity (Anglo, Black and Hispanic) or
genders in a study conducted by Jensen in 1974 (cited in Raven et al., 1990). In a subsequent
study by Carlson and Jensen (1981), the split half reliability estimate of 0.85 was established;
with the estimates at ages 6, 7 and 8 generating estimates of 0.65, 0.86 and 0.85 respectively.’
(Natalie Bass, 2000)

Validity

This test gives a close measurement when evaluated by a factor analytic method. Thus some
factor analytic studies have shown that RPM does measure more than the general factor of “g”
and provides the most cost effective and reliable indices for 2 main variables measured by tests
of general intelligence.

Construct Validity

It correlates fairly well with other tests of intellectual ability.

Versions & Variations

There are three versions of the RPM
1. Standard Progressive Matrices (RSPM): first published in 1938, the RSPM was the
first version that was released. This booklet had 5 sets of 12 different items (sets were A
to E and items would be A1 to A12), with each item becoming increasingly more difficult
and complex. Thus required greater cognitive capacity from the participant. All the test
material was presented in black ink on a solid white background.
2. Colored Progressive Matrices (RCPM): the RCPM was originally designed for
children through the ages of 5 and 11, the elderly, and mentally and physically impaired
individuals. In this test, the set A and B from the standard matrices is included, however
there is another set called Ab which is included in the middle of set A and B. In this test
the data is presented on a coloured background in order to make the test more visually
stimulating for the participants. One thing to note in this test is that, the last few items in
set B are presented in a black and white manner so that if the participant, at any point of
time, exceeds the expectations of the person taking the test then a transition to sets C, D,
and E of the standard matrices can be made.
3. Advanced Progressive Matrices (RAPM): This advanced version of the matrices
comprises 48 items in total. In this test, there are two sets (Set I and Set II) with the first
set comprising 12 items and the second set containing 36 items. In this test, all the items
are presented in black ink on a solid white background. Similar to the standard matrices,
the items become increasingly difficult and complex. The items in this test are
appropriate for adolescents and adults who are from the above-average intelligence.
However, more parallel forms of the standard and coloured progressive matrices were published
later on in the year of 1998. The main aim of those revised versions was to address the one main
problem of the Raven’s Matrices, which was that it was too well known within the general
population. The items in the parallel tests have been made such that the average solution rate
across the parallel and classic versions of the test are identical. There was even a revised version
of the RSPM which was published around the same time. This too was based off of a ‘parallel’
version and although the length of the test was the same the items were comparatively more
difficult. This was done in order to make it easier to differentiate between adolescents and young
adults that the first RSPM failed to do.
Strengths and Weaknesses of the test
● RCPM Is very easy to administer
● The test authors provide extensive norming, validation, and standardization data that
facilitate inferences drawn about examiners.
● The test includes excellent support documentation such as the technical manual and the
administration and scoring manual.
● Scores are relatively unaffected by linguistic and ethnic background
● RCPM does not require use of language or reference to any factual information.
Therefore, they provide a more fair test for people who speak different languages or
come from different cultures.
● Can be easily administered among children and people of old age and disability.
● Scholars and clinicians often hold polarized views on suitability of RCPM to determine
cognitive abilities in cross- cross-cultural population.
● They don’t take into consideration one’s verbal ability and emotional intelligence.
● Raven’s colored progressive matrices may not measure what they intend to. It lacks
internal validity.
● They only provide a single score instead of identifying an individual’s areas of strength
and weaknesses.

Components of the Test

The Raven’s CPM is internationally recognized as a culture-fair or culture-reduced test of non-
verbal intelligence for young children. This is easily administered, multiple-choice pencil and
paper test has no time limit, and comprises three sets of twelve matrix designs arranged to
“assess mental development up to a stage when a person is sufficiently able to reason by analogy
to adopt this way of thinking as a consistent method of inference”. In this version of the Raven’s
Progressive Matrices however, each item is printed with a brightly coloured background, making
the test more appealing for children.

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 last few items in set B are presented as black-
on- white, in this way, if a subject exceeds the testers expectations, transition to sets C, D, and E
of the standard matrices is eased.

Multiple manuals contain test administration and interpretation guides, as well as research and
technical information.

Each version of the Raven's Progressive Matrices is administered by use of a booklet containing
the version specific matrices.
Age Range:
5 through 11 years, elderly persons, and mentally and physically impaired persons

● Administration: Paper-and-Pencil
● Scoring Option: Manual Scoring
● Completion Time: Untimed, individual or group: 15-30 minutes
● Forms: Classic Version; Parallel Version
● Scores/Interpretation:
PURPOSE: The purpose is to determine the level of intelligence by assessing the perceptual
accuracy and analytical reasoning of the subject using Raven’s Colored Progressive Matrices.

MATERIALS REQUIRED:
 A Colored Progressive Matrices booklet.
 Data sheet
 Writing materials
 Manual for scoring
 Norms

PROCEDURE:

The subject is seated comfortably in a well-ventilated and bright room, free of distractions. The
following subject details are recorded: name (initials), age, sex and education. The booklet along
with the answer sheet is placed in front of the subject and the instructions are given with the
example of the first pattern. It is ensured that the subject has understood the instructions before
starting the test. With the signal ‘start’ the subject has to proceed with the test. There is no time
limit. Generally subjects finish within an hour.

INSTRUCTIONS:

The Raven's Progressve Matrices tests are extremely easy to administer in contrast to many other
tests, it's not necessary to stick rigidly to any Dartic wording. The key ticular requirements are,
first, to make sure that those taking the tests understand what they are to do and the method of
thought rea iod solve the problems Second, to ensure that the tests àre administered in the Form
same way to all who are to be tested, and that the procedure adopted co Coreresults sponds to
that used when collecting any reference data with which the rec will be compared When the
Book Fom of the lest is used, the consequence of placing the chosen piece in the pattern to be
completed cannot be seen and careless answers are likely to result. GuIdance is needed to ensure
that in individual administration the person being tested lookS carefully at the pattern and is
satisfied that the piece pointed to is the one, and the only one, required to complete.
Individual administration
The test administrator needs: these instructions, a copy of either the CPM-C or CPM-P Test
Booklet, and an appropriate answer sheet, remembering that this is not identical for the two tests.
No marks should be made on the Progressive Matrices Test Booklet.
DO - In the course of a preliminary conversation, enter the particulars of the person to be tested
on the answer sheet, checking that the stated age corresponds with the date of birth. Open the
booklet at the first problem, AI.
SAY - Look at this.
DO - Point to the upper figure.
SAY - You see, it is a pattern with a piece cut out of it. Each of these pieces below...
DO - Point to each in turn.
SAY - … is the right shape to fill the space, but only one of them is the right pattern. Number I
is the right shape, but is not the right patten. Number 2 is not a pattern at all. Number 3 is quite
wrong. Number 6 is nearly right, but is wrong here.
DO - Point to the white piece in Number 6.
SAY - Only one is right. You point to the piece which is correct to complete the pattern.
DO - if the person taking the test does not point to the right pece. continue your explanation until
the nature of the problem is clearly grasped. Turn to problem A2
SAY - Now point to the piece which goes in here
DO - If the person taking the test fails to do so correctly. redemonstrate problem Al and request
again an answer for problem A2. If the problem is solved correctly, turn to problem A3 and
proceed as before. At problem A4, before the person taking the test has time to point to one of
the pieces
SAY - Look carefully at these pieces
DO - Move your fingers across them.
SAY - Only one of these pieces is right to complete the pattern. Be careful. Look at each of the
six pieces first
DO - Point to each of the six pieces.
SAY - Now you point to the right one to go in here.
DO - Point to the space. When the person taking the test has pointed to one of the pieces,
whether it is right or not...
SAY - Is that the right one to go in here
DO - If the person taking the test says "yes", accept the choice with approval, whether right or
wrong. If he or she wishes to change the choice...
SAY - All right. Well. point to the one that is right
DO - Whether the answer is right or wrong again
SAY - Is that the right one?
DO - If the person taking the test is satisfied, whether the choice is right or wrong. accept that
choice, but if there still seems to be doubt.
SAY - Wel, which do you really think is the right one?
DO - Make a note of the number of the final choice in the correct part of the answer sheet (Easy-
score answer sheet - put a short single line through the number). Demonstrate problem A5 in the
same way as problem A4. At any stage between Al and A5. problem Al can be used to illu. trate
what has to be done, with the request that the person taking the test try again. If the person taking
the test is unable to solve problems Al to A5 correctly, the Board Form of the Test should be
used. If these five problems are solved, turn to A6.
SAY - Look at the pattern carefully. Now which of these pieces
DO - Point to each in turn.
SAY. . goes in here!
DO - Point to the space to be filled.
SAY - Be careful, only one is right. Which one is it! Be sure you find the right one before you
point to it.
DO - Record the answer finally given. Present each problem giving the same instructions as long
as they serve a useful purpose. If the person taking the test is concerned about minor defects in
the drawings assure them that they do not need to worry. If the person taking the test seems to
get stuck on a particular item, suggest that they move on and see if they can do the later problems
and then come back to the problem that is causing difficulties. f, in order to make progress, it
seems necessary to do so, ask the person taking the test to guess "as guesses are sometimes
correct". At the end of Set A, demonstrate the first problem of Set Ab, again pointing in turn to
each of the three figures on the pattern and the space to be filled.
SAY - You see how it goes. That. That. That. What will this one be? Point to the right one of
these to go here. Be careful. Look at each one in tum. Only one is right. Which one is it?
DO - In problems Abl to AbS, after thee person taking the test has to one of the pointed pieces,
whether it is right or wrong
SAY - Is that the right one to complete the pattern?
DO - Point to the pattern and the space to be filled. As before. if the answer is yes", accept (and
record) the choice with approval. If the person taking the test wishes to change the choice,
proceed as in Set A, and accept the one finally adhered to as right For the sixth problem the
person taking the test should not be asked if the answer chosen is right. Simply...
SAY - Look carefully at the pattern.
DO - Point to each of the figures in turn and the space to be filled.
SAY - Be careful. Only one of these pieces completes the pattern property.
DO - Point to each in turn.
SAY - Which one is it
DO - Record the final choice on the answer sheet either by writing the number of the piece
chosen next to the problem number. or, in the case of the Easy-score answer sheet. putting a
short single line through the number of the selected piece. Ifa mistake has been made, or the
person taking the test wants to change his or her answer, put a cross through the incorrect
answer, and then write (Easy-score answer sheet put a single line through) the number of the
final choice. Do not try to rub out the incorrect answer. The same guidance can be given with
each remaining problem of Set Ab and Set B as long as it serves a useful purpose.

Group administration
Not more than 8 or 9 people should be tested at one time.
For these sessions the test administrator will need:
I. To set aside about 90 minutes. though most people will finish in half this time.
2. A poster-sized reproduction of each of the first two items of Set A. These should be pinned to
a flip-chart board in such a way that problem Al hides problem A2,. but Al can be turned over to
expose A2.
3. For each person taking the test -two pencils, a Coloured Progressive Matrices (either CPM-C
or CPM-P) Test Booklet, and a copy of the appropriate CPM answer sheet, remembering that
this is not identical for the two versions of the Test.
4. (If the Cnchton Vocabulary Scale is to be administered) a CVS answer sheet for each person
to be tested.
DO - Before the session starts, enter the name and particulars of each person taking the test on
the answer sheets and distribute the test booklets and answer sheets about the room (perhaps
alternating CPM-C and CPM-P) in such a way as to prevent copying8 When those to be tested
come in, make sure that each sits in the correct place.
SAY - Do not open the test booklets until you are asked to do so. Explain that the Progressive
Matrices Test measures the ability to perceive and think clearly.
DO - Show them which is the CPM Test Booklet, the CPM answer sheet, and the CVS answer
sheet.
SAY - Open your CPM Test Booklets at the first problem (Al).
DO - Turn to the enlargement of problem Al.
SAY - It is like this. At the top it says "A" - that means Set A.. . and you have a column here.
DO - Pick up an answer sheet.
SAY. on your answer sheet, for Set A.
DO - Make sure everyone has located the column. Go back to the enlargement of problem Al.
SAY - This is problem Al. You can see what it is. The upper part is a pattern with a bit missing.
Each of these pieces below
DO - Point to each of the six in turn.
SAY - 15 the right shape to fit into the space but they do not all complete the pattern. Number
I...
DO - Point to the bit and then to the gap on the pattern.
SAY - is the right shape but is quite the wrong pattern. Numbers 2 and 3...
DO - Point to options 2 and 3.
SAY - are wrong. They fit the space but are not the right pattern. In tact. Number 2 15 not a
pattern at all. And Number 3 is quite wrong What about Number 6? Is it the right pattern
DO - Illustrate that the pattern is almost the same as the one above.
SAY - But it does not go all over, and will leave a gap in the pattern. Put your fingers on the one
that is correct
DO - Check that all have been chosen correctly. If not, explain more fully
SAY - Yes, Number 4 is the right one. So the answer to Al is "4". Wnte (Easy-Score answer
sheet put a short single line through the figure 4) at the side of Nurnber in the first column of
your answer sheet Please do not mark the test booklet Do not turn over yet Wait until everyone
has finished and check that they have done it correctly.
DO - Wait until everyone has finished and check that they have done it correctly.
SAY - On every page of the booklet there is a pattern with a piece missing You have to choose
which of the pieces below is the right one to complete the pattern. When you think you have
found the right piece, wnite (Easy-score answer sheet -put a short single line through) ts number
next to the problem number on your answer sheet If you make a mistake, or wat to change your
answer. put a cross through the incorrect answer, and then wte (Easy-score answer sheet put a
single line through) the number of the correct answer. Do not try to rub out the incorrect answer.
Do not write on the test booklets themselves. The problems are simple at the beginning and get
harder as you go on. There is no catch. If you pay attention to the way the answers to the easy
problems are found, you will find the later ones less difficult. Try each in tum, from the
beginning right to the end of the booklet. recording your answers on the answer sheet When you
are recording your answers, make sure you are doing so in the right column and next to the right
number for the problem you are working on. Work at your own pace. Do not miss any out. If you
are not sure. guess, as guesses are sometimes right. If you get stuck, move on to the next
problems and then come back to the one you had difficulty with. You can have as much time as
you like. Tum over and try problem A2.
DO - Allow everyone sufficient time to find and record their answer to problem A2.
SAY - The right answer is Number 5. Has everyone written (Easy-score answer sheet put a short
single line through) > against Number 2 in. in the first column of their answer sheet?
DO - Check that everyone has done this correctly.
SAY - Go on like this by yourself until you get to the end of the booklet. I will come round to
see that you are getting on all right. Any questions? Remember, do not try to rub out mistakes.
Put a cross through your incorrect answer and then write (kasy-score answer sheet - put a short
single line through) the number of the correct answer. Tum over to problem A3 and start.
DO - Note the time. Go round the room checking that all have correctly entered their answers to
the first five problems. If anyone has not grasped the nature of the problem, redemonstrate
problem Al, but on no account help with the content of the problems. At the end of 15 minutes,
begin to check that the answers are being recorded in the right place. Problems are frequently
omitted and this can displace subsequent answers upwards on the answer sheet. At the end of 20
minutes, ask those taking the test(s) to ring (put a circle round) the number of the problem they
are working on just then. If the Crichton Vocabulary Scale is being administered in the same
session. When one or two people have finished the Matrices, explain that they should open the
Vocabulary test answer sheet and write down what each of the words means. If they do not
recognise a word they should put a dash next to it. Ask those being tested to indicate when they
have finished, and when they do so, check that the answer sheet(s) have been filled in correctly
and that the age given corresponds to the date of birth. They can then return to their normal
activities.

Instructions for giving the Board Form

The person to be tested should be seated comfortably opposite the tester at a table about 2 feet
(60 cms) wide.
DO - Enter name, age. and other particulars onto the answer sheet Check that age corresponds to
date of birth. Introduce the person to be tested to the Matrices, saying that there are no tricks and
that they should not be worried about doing anything wrong. Put the box containing Set A a little
to the right of the person to be tested, leaving the other boxes out of sight. Thus, with the
exception of the box, the answer sheet. and a writing implementation, the table should be clear.
SAY - Open the box and see what is inside.
DO - Guide the actions of the person taking the test so that the box is opened and positioned in
front of them. Move the top folder containing item Al slightly forward
SAY - Do you like puzzles? Open this one and see what is inside.
DO - Guide the person taking the test to take the folder out and lay it flat in front of them without
opening it, the hinge being away from them. If the item should be upset, explain why this has
happened. put the bits back in order the numbers on the backs of the movable pieces give their
standard position in the folder. Normally. if opened correctly, the movable bits remain held in
position. Cover the six pieces held in the lower half of the item with the overturned answer sheet

SAY - Look at this. A bít of this pattern.

DO - Move a finger across the design, pausing at the space.
SAY - …has been cut out We want to find it and put it back in postion. t has been put with
these.
Do - Remove the overturned answer sheet to reveal the six pieces
SAY - which of these
Do - Point to each of the six in turn
SAY - … is the right one to go in there?
DO - Point to the space. Pause long enough for the person taking the test to indicate the right
piece but not move it
SAY - This one fits…
DO - Put Number 1 into the space
SAY - …. But its not right as it does not complete the pattern
DO - Remove Number 1 and replace with number 3
SAY - That is not right either, is it?
DO - Remove this piece and replace it with Number 4
SAY - This is right isn't it? see it completes the pattern.
DO - Move a finger across the pattern and pause at the inserted piece. Remove this piece and
replace it by number 6
SAY - This is the wrong piece
DO - Point to the white part, Remove Number 6 and return it to its place with the other pieces
SAY - You put the right one in
DO - If the person taking the test fails, give a fuller explanation with a further request to put the
right piece into the pattern.
SAY - (when the design has been completed correctly) This is right, shall we do another one?
DO - Leave the correct piece in the design and move the folder to the left hand side of the person
taking the test.
SAY - We have done that one right. Let us put it at the side here. Please take the second folder
out of the box.
DO - Giving as little assistance as possible, guide the movement of the person taking the test in
such a way that the folder opens the right easily without upsetting the contents.
Cover the six pieces in the lower half as before and move a finger across the design
SAY - See f you can find the piece that goes in here
DO - Point to the space and remove the overturned answer sheet
SAY - Put the correct piece in the gap (if the person taking the test puts in the correct piece.
Number 3) Now you see how to do them. Put this one over here
DO - Pick up the open folder and place it on top of problem Al without altering it
SAY - Take up the next one and see if you can do it yourself. Guide the movements of the
person taking the test so that the folder is taken from the box. opened correctly. and completed.
DO - If the correct piece has been put into the space and the person taking the test is satisfied
with the result, assist in putting the folder on top of problem A2 and taking the next folder from
the box. Record the answer on the answer sheet The idea of what is required is usually grasped
quite quickly, and those taking the test can proceed by themselves with just a license guidance in
handling folders so that they are not upset and are arranged in an orderly way on the table. The
piece inserted can be changed, and this should be encouraged, but a record should be kept of
each piece used. The final choice is left in position when the board is removed to the left. The
action of moving the folder to the side is taken to indicate completion. If hesitation occurs at this
point, the person taking the test can be reminded that it is possible to change their answer. The
piece completing the pattern when the folder is moved to the side should be left in position until
the set is completed, so as not to raise suspicions in the mind of the person taking the test that a
mistake may have been made, but rather to retain confidence and satisfaction with what has been
done. Ifa person fails with A2 or A3, then Al can be redemonstrated in any desired way. If
necessary, the following sequence can be adopted:
SAY - This blank piece (Number 2) fits into the space.
DO - Point to space to be filled in Al
SAY - But is wrong because it has nothing on it
DO - Replace the movable pieces in A2 or A3 in their correct position Go back to A2.
SAY - Now which piece has come out of the pattern?
DO - Point to the space.
SAY - Put the connect piece in the pattern to complete it.
DO - Repeat with A3 before starting A4, A5, and A6...
SAY - Look carefully at the pattern first and look for the right piece to complete it first time.
DO - When the problem is completed, only encouraging comments should be made. Some
people, having completed a pattern correctly, become worried about minor details and remove
the piece as a result. When the person being tested does this...
SAY - Why have you removed that piece! Don't worry about small misfits. Put in the piece that
is almost nearly connected.
DO - After the first six problems, steady the folders as they are opened, with as few words as
possible. Record the number of each piece inserted in each item on the answer sheet by writing
(Easy-score answer sheet put a short single line through) the number of the answer chosen as
correct. If a mistake has been made, or the person taking the test wants to change his or her
answer, put a cross through the incorrect answer, and then write (Easy-score answer sheet put a
single line through) the correct answer. Do not try to rub out the incorrect answer. If a problem is
upset or disarranged help to put it right, as if this is what was to be expected. Ensure that each
piece is again in its standard position. Touch each in turn as if to secure them. This dispels
people's tendency to pick on any piece which has been displaced. When all problems in Set A
have been completed
SAY - Shall we do some more? First, though, let's pack this one up.
DO - With the assistance of the person taking the test (if feasible)take the movable piece out of
each pattern and replace it in its standard position. Fold up the problem and replace it in the right
order in the box. Remove the box containing Set A and replace it by that containing set Ab.
SAY - Open the box. Let us take out the first problem.
DO - Guide the person taking the test, as before, to lay the folder containing problem Ab 1 on the
table. Point to each of the three figures in the pattern and to the space.
SAY - That. That. That. What will this one be? Put the right one.
DO - Point to the pieces.
SAY - ….in here
DO - Allow the person taking the test to work through the second set in exactly the same way as
for the first. At any stage of the test …..
SAY - Look carefully at the pattern and notice what happens. You see, this, this … and this - so
what will this one be?
DO - Touch the pattern and the movable pieces in turn. No Guidance should be given as to what
changes are to be noticed in the figures. Either while people are working on a problem or after it
has been completed to the satisfaction of the person taking the test. At the end of Set Ab put
away the folders as for Set A. Continue to the end of Set B without interruption. If it is then
thought desirable, the person taking the test can be shown the Standard Progressive Matices Sets
A, B, C, D, and E. Explain that these problems are exactly the same except that it is only
necessary to point to the piece to go in the space. Show one or two problems of Set B an …
SAY - Point to the right piece to go in the space.
DO - If this is done correctly turn to Set C.
SAY - Here are some more. Look at the figures in each column.
DO - Move a finger down each column of the figures in turn. Pause at the space in the third
column.
SAY - Which piece comes from here? Repeat the demonstration, this time moving a finger
along each w and pausing at the space.
DO - If the person taking the test does not grasp what is wanted
SAY - Notice how the figures go along each row, What comes here? Point to the right one from
these here.
DO - Point in order to the eight figures below.
SAY - Now choose the one that completes the pattern.
DO - Continue with Sets C, D, and E, noting the answers on the answer sheet.

PRECAUTIONS:

1. Ensure that the subject has understood the instructions clearly, before starting the test.
2. Problems should be solved one after the other and the subject should not turn back to
previous attempted problems.
3. All the problems in the test booklet should be attempted by the subject.

SCORING AND INTERPRETATION:

NAME AGE TOTAL PERCENTIL GRADE INTERPRETATION
SCORE E RANK
M.M 11 years 35 90 II+ Definitely above
average in
intellectual capacity
Table no.1

DISCUSSION :

The subject M.M is a 11 year old boy currently in 5th class and lives in Bangalore.
The purpose of the test is to determine the level of intelligence by assessing the perceptual
accuracy and analytical reasoning of the subject using Raven’s Colored Progressive Matrices.
The subject belongs to a middle class nuclear family. He was the first child. His mother is a
homemaker and father works. As reported by his mother he had a normal birth and there was no
report of psychiatric illness. He scores average in academics and is more inclined towards
playing games.
The subject was seated comfortably in a well lit environment and rapport was established. He
was following the directions and responding quickly and enthusiastically. He was not distracted
and was making eye contact. The posture and psychomotor activity were both normal. His
speech was clear and he was calm and engaged throughout the test. He was excited to learn his
results after the test was over. He was a little anxious when asked the first question, but it
became clearer following the first demonstration.
Norms were used according to the age of the child.
Table no.1 shows that the subject M.M has a score of 35, percentile rank 90 which corresponds
to grade II+ which can be interpreted as definitely above average in intellectual capacity for
people of that age group.
This indicates that the person possesses above-average perceptual accuracy, abstract reasoning,
and analytical reasoning, and that the notion was easily grasped.

SUMMARY AND RECOMMENDATION

The test results revealed that subject has a definitely above average level of intellectual capacity
for people belonging to similar age group as him. There were no recommendations necessary.

REFERENCES:
Domino, George; Domino, Marla L. (2006-04-24). Psychological Testing: An Introduction.
Cambridge University Press. ISBN 9781139455145.
Carpenter, Patricia; Just, Marcel; Shell, Peter (1990). "What one intelligence test measures: a
theoretical account of the processing in the Raven Progressive Matrices Test".
Psychological Review. 97 (3): 404–431. doi:10.1037/0033-295X.97.3.404. PMID
2381998
Raven, J. (2000). The Outstanding Properties of the Standard Progressive Matrices Plus test
https://en.wikipedia.org/wiki/Raven%27s_Progressive_Matrices#Versions
Flynn, James R. (March 1987). "Massive IQ Gains in 14 Nations: What IQ Tests Really
Measure" (PDF). Psychological Bulletin. 101 (2): 171–191. doi:10.1037/0033-
2909.101.2.171. Retrieved 13 May 2013.