Assignment

Subject Psychological Assessment

Submitted to Mam Kiran Naz

Submitted by Anum Jamshed

Date 02.12.24
Standard progressive matrices (SPM)

The Standard Progressive Matrices (SPM) is a non-verbal intelligence test designed to measure

general cognitive ability, often referred to as fluid intelligence. It was developed by John C. Raven

and is widely used in educational, clinical, and organizational settings.

 Structure:

 SPM consists of a series of visual patterns with a missing piece.

 Participants are required to choose the correct piece from several options to complete the

pattern.

 It assesses the ability to reason and solve novel problems without relying on language or

prior knowledge.

 Non-verbal Nature:

 SPM is independent of language and cultural background, making it a versatile tool for

diverse populations.

 Age Range:

 It can be used across a wide age range, including children and adults.
How grading is done for SPM?

The test has 60 items, typically divided into five sets (A to E), with increasing difficulty.

METHOD OF GRADING FOE ADULTS

 Raw Score:

The total number of correct responses is the raw score.

 Conversion to Percentiles or IQ Scores:

Raw scores are converted into percentiles or standard scores (IQ equivalents) using

normative data tables specific to the age group and sometimes cultural/educational

background.

For adults, the test often correlates with an average IQ scale where the mean is 100 and the

standard deviation is 15.

How are the scores classified according to SPM?

In the Standard Progressive Matrices (SPM), scores for adults are typically classified into

categories to describe cognitive ability levels. These classifications are based on percentile ranks

or IQ-equivalent scores derived from normative data.

Percentile Rank IQ Equivalent Classification Description

95 and above 130 and above Superior Exceptional

reasoning and

problem-solving

ability.

75–94 115–129 Above Average Well above average

cognitive functioning.

25–74 85–114 Average Typical cognitive

performance

compared to peers.

6–24 70–84 Below Average May struggle with

some reasoning tasks.

5 and below Below 70 Intellectually impaired reasoning;

Deficient potential for cognitive

delays
Explanation of Classifications

Superior (Percentile ≥ 95, IQ ≥ 130)

This category represents exceptional cognitive ability. Adults in this range demonstrate advanced

reasoning and problem-solving skills, excelling in tasks that require abstract thinking and logical

analysis. They often thrive in intellectually demanding professions such as research, engineering,

or leadership roles.

Above Average (Percentile 75–94, IQ 115–129)

Individuals in this range possess well-above-average cognitive abilities. They are highly capable

of handling complex tasks and often perform exceptionally in academic or professional settings.

This group is likely to excel in fields requiring strategic thinking and decision-making.

Average (Percentile 25–74, IQ 85–114)

This category encompasses the majority of adults, representing typical cognitive functioning.

Adults in this range can efficiently handle everyday reasoning and problem-solving tasks. They

adapt well to the intellectual demands of daily life and routine professional work.

Below Average (Percentile 6–24, IQ 70–84)

Adults in this range may find complex reasoning tasks challenging and may require additional

support in certain settings. They are likely to perform adequately in structured environments but

may struggle with abstract problem-solving or unfamiliar challenges.

This category includes individuals with significantly impaired cognitive functioning. They may

face substantial difficulties with reasoning and problem-solving and often benefit from

specialized support or interventions tailored to their needs.

Limitations of SPM

 Limited Scope: Focuses only on non-verbal reasoning, ignoring verbal, memory, and

emotional intelligence.

 Cultural Bias: Subtle cultural influences may affect performance, despite efforts to be culture-

free.

 Not Diagnostic: Does not identify specific cognitive deficits or learning disabilities.

 Ceiling Effect: Struggles to differentiate very high levels of intelligence.

References

Raven, J. C., Raven, J., & Court, J. H. (1998). Manual for Raven's Progressive Matrices and

Vocabulary Scales. Oxford Psychologists Press.

Rust, J., & Golombok, S. (2009). Modern Psychometrics: The Science of Psychological

Assessment (3rd Ed.). Routledge.