Standard Progressive Matrices Report Writing Format

Note for students: Standard Progressive Matrices or SPM is a non-verbal test to measure
abstract intelligence. It is based on eductive ability, which is a part of Spearman’s theory. It is
largely based on fluid intelligence. The report should be handwritten and referencing should be
in APA format. If you are referring to any source from the internet then make sure to cite it
properly. Attach your participant’s SPM sheet along with the report.
Aim: To test the abstract intelligence of the subject using J.C. Raven’s Standard Progressive
Matrices.
Basic Concepts: In class, we have defined intelligence as a ‘capacity.’ A capacity of an
individual to adapt to one’s environment and to learn from experience. You may add that it is
also an individual’s ability to overcome obstacle by careful thought etc. Write down how you
understand the concept of intelligence.
• you have to write how different authors have defined intelligence. Write down definitions
given by different authors.
• Write different theories of intelligence (Spearman’s g factor theory, Thurstone’s seven
primary mental abilities, Sternberg’s triarchic theory, Cattell’s theory of intelligence,
Gardner’s theory of multiple intelligences, Guilford’s structure of intellect model etc.).
You already have the reading for this and if you want online copy, I have attached it in
this email. (Gregory, 2015).
NOTE: write about each and every theory in detail. Not just listing out different points
but also describing them. You can write other conceptions/perspectives/theories/ideas
related to intelligence which have not been covered in class. Extra efforts would
definitely be acknowledged.
Material Required: Pencil, copy of SPM test booklet, answer sheet, scoring key and manual.
History and description of the test: write when was SPM formulated, given by whom? Based
on which theory? Explain that theoretical concept. Describe how many items are there in the test,
what is the difficulty level, how many sets are there? How many options are provided?
• Uses of SPM
Reliability: Write down on the matter of reliability of SPM. What is its split half reliability
coefficient? Test-retest reliability?
Validity: Write down the validity aspect related to SPM.
Verbalization hypothesis: Verbalization hypothesis was given by Deutsch, Katz, and Jensen.
Describe it.
Norms: write down when different years when SPM was standardized. The norms used for this
test is Adults of Great Britain (i.e., 1992 standardization among adults of Dumfries, Scotland).
Preliminaries: (of your participant)
 • Age
• Sex
• Date of Administration
• Occupation
• Location (Where test was administered)
• Time taken (usually 1hr, not more than that)
Rapport Formation: write how and where you approached your participant? How you made
your subject at ease? What did you talk about? How you gave the instructions (without
disclosing real objectives of the test)? For example, you can say that is a simple test which is
related to clear thinking.
Instructions: make sure instructions are read aloud to the participant without amplifying them or
making your participant alert in any way. You have to write these instructions in your report.
“For this session, there is a progressive matrices test booklet and an answer sheet on which you
need to record your answers to the test. No marks are to be made on the test booklet. Look at the
answer sheet. Fill your name and other details. Remember that all answers are to be made on
answer sheet. Please don’t mark the test booklet in any way. This is a test of observation and
clear thinking. Please open your test booklet to first page—problem number A1. Look at this
pattern and look at the piece which is needed to complete the pattern. Only one out of the options
is correct. Number 4 is the right answer, isn’t it? Put it in A1. Now turn to the next page of
booklet, page A2. What is the right answer? (Person will say 5). Right answer is 5. Put it in A2.
On every page in the booklet, there is a pattern with the piece missing, you have to choose which
of the piece below is the right one.
When you think you have found the right piece, write its number on the answer sheet. If you
made a mistake or want to change your answer, put a ‘X’ cross to the incorrect answer and then
write the number of the correct answer. Do not write on the test booklet. 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 turn 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 numbers for the problem you are dealing with. Work on your own pace, do not miss
anyone out. If you are not sure, guess, as guesses are sometimes right. If you get stuck, move on
to the next problem and then come back to the one you had difficulty with. You can have as
much time as you like. Turn over to problem A3 and start.”
Test Administration: when and where the test was conducted? How was the rapport formation
process? (also mention the body language signs). How you addressed the queries of your
participant? How was time checked? How you ensured that your participant has not left any
item?
Precautions: The purpose of the test was withheld from the subject. You ensured that subject
had no prior experience of the test. Ensured that the subject has attended all the items. Using a
stopwatch, time taken to finish the test was noted. Confidentiality of the test results should be
maintained.
Introspective Report: A paragraph or two, written by your participant about their experience of
giving this test. You may ask your participant to write down their initial thoughts and feelings.
What they thought about the test, how comfortable they were while giving the test, were they
distracted? Was it easy? Difficult? Did they feel tired? Or anything else that your subject may
want to write.
Tester’s Observation: Here you will write in detail about the body language of your participant.
Was your participant relaxed? Worried? What was the interest level of your participant? While
you were giving instructions, was the participant listening carefully? (Take note of everything.
Did your participant closed her/his eyes while they were listening to you? Was your participant
nodding? Was your participant swinging her/his upper body left-right? Was your participant
shaking her/his legs?). Throughout the administration, how was the posture of your participant?
(take note of their hand gestures, facial expressions etc.). Make sure you take note of speed with
which they were solving the initial items, the questions they may ask in between, was your
participant feeling distracted and so on. How was their response to difficult items like D and E.?
What did your participant said after finishing E12? Take note of all the minute details.
Results: As shown in the table.
Table 1.1
Set Observed Score Expected Score Discrepancy Score
(Observed-Expected
Score)
A For example, 12 12 0 (as 12-12=0)
B 12 12 0
C 12 11 1 (12-11=1)
D 10 10 0
E 8 9 -1 (8-9 = -1)

Table 1.2
As in the above table, observed score is the score your participant has received and expected
score is the average score as per norms. Total score would be sum of observed score
(12+12+12+10+8=54)
Total score e.g. 54
Percentile e.g. 50th percentile
Grade e.g. III
Description e.g. Intellectually Average
Time taken e.g. 60 minutes
Analysis and Interpretation of Results: Here, mention once again mention the aim of the test.
As per the test administration, subject’s raw score was found to be ___, which corresponds to
___th percentile, and grade___. All of this suggests that the subject is __________.
Then you will write about the discrepancy score. As indicated in the table 1.1, the subject’s
observed score was 12, 12, 12, 10, 8 (your participant will have different score, don’t copy this
as it is). Expected score was 12, 12, 11, 10, 9. As discrepancy score is observed score-expected
score, the discrepancy score was found to be 0, 0, 1, 0, -1.
Here you will write the rationale behind discrepancy scores.
What dies the overall score and grade of your participant reflect about her/his abstract
intelligence? That the subject is intellectually average or superior (Refer norm table for this)
Here, utilize the data from your observation and introspective report of your participant. Try to
relate the score with the basic concepts that you wrote in the beginning. What has the score to
say about the eductive ability of the participant? For e.g. the subject has an average/low/high
level of eductive ability according to the scores and grade. (Write what eductive ability is all
about, what are its characteristics? And then explain those characteristics in terms of score of
your participant).
Now, you will write about the scores on individual sets.
Set A: Suppose both the observed and expected score was 12. This means that the participant
was not distracted. You can also mention the time taken by your participant to solve set A.
Same goes for set B, C, D, and E. Also mention the discrepancy scores here. Interpret the result
with respect to the introspective report and your own observation. For example, suppose your
participant scored 3 consecutive answers wrong in set E. So, you may write “three of the
consecutive responses of the participant were not correct and this set was troubling him as the
participant has also mentioned about this in the introspective report”. Write whether the guess
work was used or not, what were the motivational levels of your participant? Was your
participant in a rush or was dealing with the items carefully? Etc.
If your subject took more time, write down the reason for it. Write which set took more time of
your participant and so on. Perhaps your subject was totally drowned in the activity, not
distracted, and was doing the test carefully that’s why it took more time etc. same goes if your
subject completed the test in short duration of time. Write plausible reasons for the same.
Predictive Suggestions: state here once again the score that your participant received out of 60
and what the score means (intellectually average, superior etc.). If the subject is intellectually
average, it means the subject is not that suitable for engineering and math but can become a
writer, etc. you may write your observations. Ask them in Rapport formation process as to what
they would like to become.
Conclusion: As tested on SPM, subject was found to fall on grade ___, corresponding to
percentile ___, which indicates that subject is intellectually _____ in abstract intelligence.
References: cite all the external sources you have used.
Gregory, R. J. (2015). Psychological testing: History, principals, and applications (7th ed.).
England: Pearson.