Psych Assessment Lecture

1. RAVEN’S
PROGRESSIVE
MATRICES
Presented by : GROUP 8_BAP 3B

2. TABLE OF CONTENTS
HISTORY
TEST DEVELOPMENT
THEORY BASIS
NATURE OF THE TEST
USES & SETTINGS
PSYCHOMETRIC
PROPERTIES
SCORING &
INTERPRETATION
ADMINISTRATION
PROCESS

3. HISTORY
often referred to simply
as Raven's Matrices
Dr. John C. Raven
1936
United Kingdom
1938
has three versions

4. TEST DEVELOPMENT
Raven's Progressive Matrices is a non-
verbal test designed to measure abstract
reasoning and fluid intelligence. Developed
by John C. Raven in the mid-20th century, its
creation involved several phases of research
and refinement.

5. TEST DEVELOPMENT
Raven initially created the matrices as part
of his doctoral thesis in the early 1930s. He
aimed to develop a test that would measure
abstract reasoning abilities without relying on
language or specific cultural knowledge.

6. TEST DEVELOPMENT
The matrices were then standardized and
tested on various populations to ensure reliability
and validity across different groups. Over time,
Raven and other researchers expanded the test's
variations and created different versions to
accommodate various age groups and levels of
difficulty.

7. TEST DEVELOPMENT
The development of Raven's Progressive
Matrices involved a rigorous process of
design, testing, and validation, leading to its
status as a widely used tool for assessing
cognitive abilities across cultures and age
ranges.

8. TEST DEVELOPMENT
The test underwent several iterations and
revisions based on empirical studies and
feedback. Raven refined the matrices by selecting
patterns and designs that were independent of
verbal or numerical skills, focusing solely on
assessing the ability to identify relationships and
patterns among visual elements.

9. THEORY BASIS
Psychometrics is a statistical framework
that provides the tools to further understand
the test’s reliability, scoring, and validity. This
aids in ensuring what the tests are supposed
to measure and how consistent are the results
produced.

10. THEORY BASIS
Psychological theories have a multitude of
testing methods and each goes into specific
psychological theories that are only relevant to
their purpose. The best example is the personality
tests, which draw on trait theories (openness to
experience, conscientiousness, extraversion,
agreeableness, neuroticism). On the other hand,
the cognitive tests may go with the models of
intelligence (Gardner’s multiple intelligences).

11. THEORY BASIS
Classical test theory is a foundational
theory that proposes that an individual’s true
score on a given test is the average of their
observed scores across the multiple
administered. It helps by estimating and
measuring errors and assessing the reliability
of the test.

12. THEORY BASIS
Item response theory is a more
advanced approach by considering
individual item difficulty and the individual’s
capability level to determine their true
score and to predict performance when
given similar items.

13. NATURE OF THE TEST

14. RAVEN’S PROGRESSIVE
MATRICES (RPM) TEST
High-level non-verbal
assessment tool (nonverbal
ability test)
1
Progressive in a sense
Very economical to
administer
Can be used for all ages
Specifically designed to
measure the “g factor”.

15. RAVEN’S PROGRESSIVE
MATRICES TEST
is particularly used in measuring abstract reasoning
and regarded as a non-verbal estimate of fluid
intelligence.
2
Consist of
images,
diagrams,
and/or figures
and shapes.
It requires candidates to identify the
rule in a set of images and decide
which comes next.
Requires “Gestalt” attention as well
as an analogical reasoning.

16. USES AND SETTINGS
It is the most common and popular
test administered to groups ranging
from five-year-olds to the elderly.

17. USES AND SETTINGS
These matrices are versatile and applicable
across various fields due to their ability to
measure abstract thinking and problem-solving
abilities without relying on language or cultural
background. They are designed to be culturally
fair and unbiased, making them useful in
diverse populations and settings.

18. USES AND SETTINGS
Raven's Progressive Matrices have various
uses and applications across different
settings:
psychological assessment
educational settings
clinical settings
job screening selection
research studies

19. USES AND SETTINGS
WHO SHOULD TAKE THE RAVEN’S
MATRICES?
For kids, the RPM is typically
designed as an assessment to
determine a child’s eligibility for a
gifted program. It’s also used in
professional settings for adults.

20. USES AND SETTINGS
HOW SHOULD MY CHILD PREPARE
FOR THE RAVEN’S TEST?
The best preparation involves nurturing a
positive attitude towards problem-solving
and pattern recognition. Encourage your
child to engage in activities that enhance
these skills, like puzzles, logic games, or
coding activities.

21. USES AND SETTINGS
THREE VERSIONS OF RAVEN’S
PROGRESSIVE MATRICES
The Standard Progressive Matrices
(SPM), Colored Progressive Matrices
(CPM), and Advanced Progressive
Matrices (APM).

22. USES AND SETTINGS
In addition, so-called “parallel” forms of the
Standard and Colored 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 test takers 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 (Flynn Effect).

23. USES AND SETTINGS
Items in the parallel tests have been
constructed so that average solution rates for
each question are identical for the classic and
parallel versions. An extended form of the
SPM, SPM Plus, was published at the same
time, offering greater discrimination among
more able young adults.

24. USES AND SETTINGS
PURPOSE IN OCCUPATIONAL SETTING
To test and measure mental ability,
helping to identify individuals with advanced
observation and clear thinking skills who can
handle the complexity and ambiguity of the
modern workplace.

25. USES AND SETTINGS
PURPOSE IN EDUCATIONAL SETTING
Test and measure the capacity to
analyze and solve problems, abstract
reasoning, and the ability to learn and
reduce cultural bias with a non-verbal
approach.

26. PSYCHOMETRIC PROPERTIES

27. STANDARD PROGRESSIVE MATRICES
STANDARDIZATION
It was fully standardized by J.C
Raven on 1407 children in Ipswich,
England in 1938.

28. Year
Age
Group
Sample
Group
Sample
Size
1972
6 to 12
years
Irish
School
children
3700
1979
6 to 16
years old
British
School
children
3500

29. STANDARD PROGRESSIVE MATRICES
RELIABILITY
Internal consistency studies using either the split-half
method corrected for length or KR20 estimates results
in values ranging from 0.60 to 0.98
Test-retest correlations range from a low of 0.46 for
an 11 year interval to a high of 0.97 for a two day
interval.

30. Raven provided test-retest coefficients for several age groups:
Age Groups Reliability Coefficients
13+ yrs 0.88
Under 30 yrs 0.93
30 – 39 yrs 0.88
40 – 49 yrs 0.87
50 yrs and over 0.83

31. STANDARD PROGRESSIVE MATRICES
VALIDITY
Concurrent validity coefficient between
the SPM and the Stanford-Binet and
Wechlers scales range between 0.54 and
0.88, with the majority in the .70s and
.80s.

32. ADVANCED PROGRESSIVE MATRICES
NORMS
The standardization of the APM in Jordan
was carried out in 1986. The test was
given to a sample of 1300 males and
1242 females ranging in age from 11 to
40 years.

33. Test –Retest Reliability retested after 6 to 8 weeks
Sample Size Sample Age Group Reliability Coefficient
109 10 ½ yrs 0.76
92 11 ½ yrs 0.86
243 Adults 0.91
Manual reports that APM set II has good internal consistency,
with split-half reliability coefficients varying between 0.83 and 0.87.
RELIABILITY

34. ADVANCED PROGRESSIVE MATRICES
VALIDITY
In a sample of 149 college participants , APM scores
correlated 0.56 with maths scores on the American
College Test (Koenig, Frey & Detterman, 2007).
In a study using 104 university students, Frey and Detterman
(2004) reported that scores from the APM correlated 0.48
with scores on the Scholastic Assessment Test (SAT)

35. COLOURED PROGRESSIVE MATRICES
NORMS
CPM was standardized on a sample of 986
from Yemen from the ages 6 to 11 years old.
Younger children performed better than the
older children.

36. COLOURED PROGRESSIVE MATRICES
RELIABILITY
Raven determined test-retest reliability of 0.80 at
the age of 9.5 and 0.60 at the age of 6.5.
The CPM was administered to a sample of 259
children in Lithuania and re-administered 2 years
later wherein the test-retest reliability was 0.49.

37. COLOURED PROGRESSIVE MATRICES
VALIDITY
Raven states the correlation of CPM with
Terman-Merill L. Scale of 0.66 and with
Crichon Vocabulary Test of 0.65 (at the age
of 9 years).

38. SCORING & INTERPRETATION

41. ADMINISTRATION PROCESS
Standardization is the consistent
procedures that are critical for a test’s
fairness and accurate interpretation. The
following are the included which are
standardized instructions, limitations,
scoring guides, interpretation protocols,
and timing.

42. ADMINISTRATION PROCESS
Training is given by administrators who
are qualified and are trained within the
specific test they are administering. This
ensures a proper understanding of item
formats, potential challenges, and
responses.

43. ADMINISTRATION PROCESS
Informed consent pertains to the
individuals who are participating. The
participants must be informed about the
subject and purpose of the test as well as
the practices of data collection and their
right to withdraw.

44. ADMINISTRATION PROCESS
Testing environment is a controlled
environment that is free from any kind
of distractions or external influences. It
is crucial to maintain the integrity of
the test as well as ensure to reliable
results.

45. ADMINISTRATION PROCESS
Scoring and Interpretation are done
by trained professionals, by considering
various factors like the background of the
participant and the specific context they
interpret test scores in line with the
established norms and guidelines.

46. DIFFERENTIAL
APTITUDE TEST
Presented by : GROUP 8_BAP 3B

47. TABLE OF CONTENTS
HISTORY
TEST DEVELOPMENT
THEORY BASIS
NATURE OF THE TEST
USES & SETTINGS
PSYCHOMETRIC
PROPERTIES
SCORING &
INTERPRETATION
ADMINISTRATION
PROCESS

48. HISTORY
George K. Bennett Harold G. Seashore
Alexander G. Wesman
AUTHORS:

49. HISTORY
1947 1962
1972 1990

50. TEST DEVELOPMENT
The Differential Aptitude Tests (DAT) were
developed by the Human Sciences Research,
Inc. (HSRI) in the mid-20th century. These tests
aimed to measure specific aptitudes or abilities
in various domains, such as verbal reasoning,
numerical ability, abstract reasoning,
mechanical reasoning, etc.

51. THE DEVELOPMENT PROCESS FOR THE
DAT INVOLVED SEVERAL KEY STEPS:
Identifying Aptitudes
Item Development
Pilot Testing
Standardization
Validation
Revision & Updating

52. TEST DEVELOPMENT
Identifying Aptitudes: Researchers
reviewed existing literature and theories
on human abilities to identify key
aptitudes believed to be important for
various vocational and academic pursuits.

53. TEST DEVELOPMENT
Item Development: Experts in each aptitude
area created test items or questions that were
thought to reliably measure those specific
abilities. For instance, in the mechanical
reasoning section, questions might involve
understanding mechanical principles or solving
problems related to tools and machinery.

54. TEST DEVELOPMENT
Pilot Testing: Initially, a small-scale version
of the test was administered to a diverse
group of individuals to assess the difficulty
level of items, gather data on their
performance, and refine the test items
accordingly.

55. TEST DEVELOPMENT
Standardization: The DAT underwent
rigorous standardization procedures to
ensure that it provided consistent and
reliable results. This involved administering
the test to a large, representative sample of
the population for establishing norms and
benchmarks.

56. TEST DEVELOPMENT
Validation: Researchers conducted studies to
validate the test by correlating scores on the
DAT with real-world measures of performance
in relevant domains, such as academic
achievement or vocational success. This helped
ensure that the test was predictive of actual
abilities or success in those areas.

57. TEST DEVELOPMENT
Revision and Updating: Over time, the DAT
underwent revisions to update content,
improve reliability, and ensure that it
remained relevant and valid in measuring
aptitudes across changing societal and
educational contexts.

58. TEST DEVELOPMENT
The process of developing the Differential
Aptitude Tests involved careful consideration of
aptitudes deemed important for different
professions and educational tracks, rigorous item
development, standardization, and validation
through empirical studies. These efforts aimed to
create a psychometrically sound tool for assessing
specific abilities in individuals.

59. THEORY BASIS

60. APTITUDE TESTS ARE BASED ON SEVERAL
THEORETICAL FRAMEWORKS, THIS
INCLUDES:
Psychometric Theory
Differential Theory
Spearman’s G Factor
Item Response Theory

61. THEORY BASIS
Psychometric Theory states that an
individual’s differences in mental abilities can be
properly measured and quantified. The Aptitude
Test measures specific cognitive abilities, such
as verbal reasoning, numerical reasoning, and
abstract reasoning. These are believed to
predict future performances in each domain.

62. THEORY BASIS
Differential Theory primarily focuses on
identifying individual variations in bot
abilities and traits. The Aptitude Test’s
purpose is to assess these variations whilst
predicting how an individual might perform
within different roles and academic settings.

63. THEORY BASIS
Spearman’s G Factor proposed that a
general intelligence factor (g), supports all
cognitive abilities. On the other hand, some
aptitude tests give more attention to specific
abilities, while others may resort back to g,
this suggests adapting to various tasks and
potential for learning.

64. THEORY BASIS
Item Response Theory provided a
statistical framework in order to understand
how individuals respond to test items. It has
taken into account various differences in both
the items’ difficulty and the individuals’
abilities, which results in a more precise and
reliable test score.

65. NATURE OF THE TEST

66. I. DIFFERENTIAL APTITUDE TEST
A multiple-aptitude
test battery.
A highly-predictive
measure of various
mental abilities.
Can be administered both
individually and group.
Administration mode:
Pencil and Paper

67. USES AND SETTINGS
It stands as a comprehensive set of
assessments designed to meticulously measure
and evaluate specific cognitive abilities and
aptitudes in individuals. Developed by the
Psychological Corporation, this battery of tests
serves as a valuable tool in understanding and
delineating a person’s strengths and
weaknesses across diverse cognitive domains.

68. USES AND SETTINGS
The DAT encompasses a spectrum of
distinct aptitudes: verbal reasoning,
numerical ability, abstract reasoning,
mechanical reasoning, spatial relations, and
language usage.

69. USES AND SETTINGS
The Differential Aptitude Test (DAT) finds
applications across diverse settings owing to
its ability to assess specific cognitive abilities
and aptitudes: educational settings, career
guidance, vocational counseling, job
placement and recruitment, research, and
psychometrics, and specialized training
programs.

70. USES AND SETTINGS
The DAT gained popularity in educational
and vocational settings due to its ability to
provide insights into individuals' specific
cognitive strengths and weaknesses. It
became widely used in schools, career
counseling centers, vocational training
programs, and employment assessments.

71. USES AND SETTINGS
The Differential Aptitude Test remains a
prominent tool in measuring specific
cognitive abilities and aptitudes, aiding
educators, counselors, employers, and
researchers.

72. PSYCHOMETRIC PROPERTIES

73. Name of the Test: Differential Aptitude
Test
Type of Test: Aptitude Test;
Performance Measure
Population: 6 to 17 years old
Duration: 1 – 3 Hours;( each sub tests
requires 12 -25 minutes )
Main Objective: To measure ability to
learn or to succeed in selected areas.

74. Test Description: It is an Aptitude Test that contains eight scales: Verbal
Reasoning (VR) , Numerical Ability (NA), Abstract Reasoning (AR),
Perceptual (Clerical) Speed and Accuracy (PSA), Mechanical Reasoning
(MR), Space Relations (SR), Spelling (Sp) an Language Usage (LU). Nine
scores are provided, one for each scale and a composite score from VR
and NR- the Scholastic Aptitude score (SA). All the tests except PSA are
multiple-choice. In MR, problems are presented using drawings. Users may
choose to score the tests by hand, by scanner, or to have them scored by
The Psychological Corporation. The DAT is linked to the career interest
Inventory to assist with vocational counseling and planning.

75. Test Validity
Excellent predictive validity for VR and NA at 9th grade level when correlated to future
performance on 11th grade American Council on Education Psychological Examination,
Cooperative English Test, and high school rank ( mlaes –r= 0.63 – 0.69; females -r= 0.61 –
0.71). Excellent predictive validity for VR when correlated to Military Academic Class
Standing (For all DAT subsets r=0.51 – 0.68). Adequate predictive validity for LU (Sentences)
when correlated to Military Academic Class Standing ( For All DAT subsets r= 0.41 – 0.52).
Adequate predictive validity for the NA test, in both computerized and pencil formats, when
correlated with all the training courses and with the overall evaluation (For all DAT subsets
r=0.36 – 0.40). Adequate predictive validity for NA test when correlated to first year
mathematics scores at the University of Minnesota Institute of Technology (r=0.45). Adequate
predictive validity for SR test when correlated to first year drawing scores at University of
Minnesota Institute of Technology (r=0.38). Poor predictive validity for the AR test when
correlated with overall evaluation and with all training courses (For all DAT subsets r=0.19 –
0.21).

76. Test Validity
Poor to Adequate predictive validity for the MR test when correlated with
overall evaluation (For all DAT subsets r=0.26 – 0.31). Excellent concurrent
validity on NA test when correlated to numerical scores on PMA (r=0.63).
Adequate concurrent validity on SR test when correlated to spatial scores on
PMA (r= 0.47)

78. Test Reliability
According to (French & Beumont, 1991), test re test reliability shows,
Language Usage Test was Excellent (ICC = 0.89) and Spelling Test also
was Excellent (ICC= 0.91) using an unknown population.

79. Norms
The norming process for the edition was impressive, with
about 170,000 students in the standardization samples.
Evidence for reliability and validity is reviewed. The fact that the
DAT has remained one of the most frequently used batteries is a
tribute to its quality , credibility, and utility. The new items and
new norming data of the most recent edition have improved the
test while preserving psychometric quality.

80. SCORING & INTERPRETATION

81. SCORING
Percentile Stanine
TWO SYSTEMS:
Hand scoring Machine Scoring

83. I
N
T
E
R
P
R
E
T
A
T
I
O
N

85. ADMINISTRATION PROCESS
Pre-test Instructions are clear
instructions provided to the individuals
taking the test, they clarify the purpose
of the test, time limit, format, and
procedures of scoring.

86. ADMINISTRATION PROCESS
Test Administration is how the test can
be administered, whether it may be on pen
and paper, online, or within a computer-
adaptive format. These also adjust the
difficulty level of each of the questions
based on the individual’s performance.

87. ADMINISTRATION PROCESS
Test Security is the measures taken
to secure the integrity of the test. These
measures prevent cheating and also
maintain the confidentiality of the
results.

88. ADMINISTRATION PROCESS
Scoring and Interpretations are the
scores calculated that are based on the
pre-determined criteria. Only qualified
individuals can interpret the results with
consideration about the context and
purpose of the test.

89. ADMINISTRATION PROCESS
Feedback and Reporting are the test
results that are to be provided to the
individual who has requested the
assessment. This is also accompanied by
some feedback or some kind of
interpretation to aid in decision-making.

90. Presented by : GROUP 8
Thank You
MORALES_OCAMPO_REYES_VIERNES_VILLAVERDE_WANIWAN