Introduction
Raven‟s Advanced Progressive Matrices (APM) published in 1947, was constructed on the prior assumption that, if Spearman's (1923) principles were correct, it should provide a test suitable for comparing people with respect to their immediate capacities for observation and clear thinking. In advance Progressive Matrices (sets I & II) is a test of a person capacity at the time of the test to apprehend meaningless figures presented for his observation. The scale consists of 48 problems divided into two sets of. In each set the first problem is as nearly as possible self evident. The problems which follow become progressively more difficult. Until the test had been used with a wide range of adults of superior intellectual ability it was not possible to determine the best order in which to arrange the problems in the scale. Experimental work with the 1947 edition undertaken by G. A. Foulds, together with an item analysis made by A. R. Forbes & H. G. Bevans of test protocols supplied by organizations using the 1947 edition for vocational guidance or occupational selection. The 1962 edition of the APM is arranged so that it can be used equally well without a time limit. In order to asses a person‟s total capacity for observation and clear thinking, or with the tim timee limit. In order to asses the efficiency of his intellectual works. It consists of two sets problems. In Set I there are 12 problems. They are designed to introduce a person to the method of working and cover all the intellectual processes needed for success in Set II. In this Set there are 36 problems. In presentation and argument they are identical with those in Set I. They only increase in difficulty more steadily and become considerably more complex. As they are arranged in order according to the frequency with which they are solved the validity of the total score does not depend upon everyone attempting all the problems in the scale before stopping. At the first attempt, no one even outstanding intellectual capacity solves them all in less than 40 minu tes, while a person‟s interest and attention are maintained for well over an hour without boredom. Purpose of Test
APM was designed to cover the widest possible range of mental ability and to be equally useful with persons of all ages weather their education, nationality or physical condition. The scale is intended to cover the whole range of intellectual development from the time a child is able to grasp the idea of finding
a missing piece to complete a pattern and to be sufficiently long to assess a person's maximum capacity to form comparisons and reason by analogy without being unduly exhausting or UN widely. History of the Advanced Progressive Matrices
The development and extensive use of SPM across a wide range of subjects. Many requests came for a test which would indicate in a few minutes whether a person is intellectually “dull”, “average‟, or “bright”. A demand also arose for a reliable test of inte llectual efficiency which could be used with people of more than average intellectual capacity and which would differentiate clearly between individual people of even superior ability. The Advanced Progressive Matrices Sets i & ii or (APM) was constructed to meet these demands. It was originally drafted in 1943 for use at war office selection boar s. in 1947 a revision was prepared for general use as a non – verbal verbal test of the intellectual efficiency with which, at the time of the test, a person is able to form comparisons between figures and develop a logical method of reasoning. Over verbal tests, it has the advance that the clarity of a person‟s person‟s though processes are assessed independently of any educational attainments. Over performance tests, it has the advantage that, for the amount of time spent in giving the test, the information obtained is more exact and valuable. Until the test had been used with a wide range of adults of superior intellectual ability it was not possible to determine the best order in which to arrange the problems in the scale. Experimental work with the 1947 undertaken by G. A Foulds, together with an item analysis made by A. R. Forbes and H. G Bevans of test protocols supplied by organizations using the 1947 edition for vocational guidance or occupational selection, has made it possible to do this. In the 1962 edition, twelve problems which made not contribution to the score distribution for adults of more than average intellectual ability have been taken out of Set II and the remaining problems arranged in order to the frequency with which they were solved as the total score on the revised Set advanced from 0 to 36. Description
The Raven‟s progressive matrices (APM) is a set of person‟s capacity at the time of the test to apprehend meaningless figures, presents for his observation, see the reaction to conceive the nature of the
figure completing each system of relations presented and by doing so develop a systematic method of reasoning. Types of Raven’s Progressive Matrics
There are three types of Raven‟s Progressive Matrics
Standard Progressive Matrics
Advanced Progressive Matrics
Colored Progressive Matrics Standard progressive matrics This test is applied to find out the intellectual ability of individual.
But it does not help the individual to find out the result of above 100 IQ. In this test we used IQ in grades. Advanced progressive matrics This test was developed to identify the intellectual superior group. It
is used to measure observation, clear thinking and analytical ability. In this test we used IQ in the form of percentile. Colored progressive matrics In this test we used color background and this is applicable for 11
years of age. This test is not language based so it can apply on illiterate. Advantages of APM
For vocational guidance and occupational selection, on the other hand, a "speed" or "efficiency" test is sometimes more appropriate for the former, therefore the PM un timed is more useful, before the age of 11 a child activity to form comparison and reason by analogy is often too recent and intellectual achievement and for all SPM used as an un timed test Disadvantages of APM
The chief criticism is that APM does not differentiate very clearly between young children and between adults of superior intellectual capacity. It cannot be given satisfactory with a time limit and takes up to 45 minutes to complete. Psychometric Properties
years. At Reliability It is clear from APM that the test cannot used satisfactorily before the age of 11 years. the 12 years it is reliable while with adults of more than average intellectual capacity it has the high retest Reliability of 0.91. To determine causes contributing to the low retest reliability of 0.76 obtained when the test was used with children under 11 years of age. Validity For this purpose the children of 12 years were taken from the Central Senior & Grammar
schools of Country town, and the test was validated on them.
Administration and Scoring Administration
Time Limit No time limit is there in the administration of APM but sufficient time has been allotted for
everyone to write down answers. Age Age Limi Limitt No age limit is there in APM.
Mate Materi rial al Prov Provid ideed A set of text books is required these can be used repeatedly. Each person
required record form and pencil. Stencil keys facilitate rapid marking. Materials A set of test books is required. Each person requires a record form and pencil illustration
of the record form and test, drawn twice the original size, can be used for demonstration purposes stencil keys facilitate rapid marking. Alternatively, machine score able answers form available. Accommodation The test can be given to a group of any size according to the accommodation
approximately one hour must be allowed for each group. Procedure Pencils and record forms are distributed. The people to be tested asked to fill in
particulars about themselves on the record form. When this has been done the test books are given out, they are asked not to open the books until everyone is ready. Supervision Mistakes occur in filling up the record form. Supervisors should see that each
person has entered on his form his own solutions, to first five problems. Once a person has grasped the nature of initial problems supervisors give no further assistance in the method of reasoning. But see that each person records his own choices correctly. After about half an hour people are asked to indicate when they have finished. Scoring The subject scored her answer sheet by hand. When the series is given to the subject, the
recording results enter of the form the number of each piece pointed to. If subject points to more than one piece, the piece is finally points to count the right and wrong. If one mistake is not observed until, after the last is over, the number on the extreme right only is considered whether the other number are right or wrong. If a certain proportion of cases a person elected a right figure by chance. When a person is allowed to
complete the whole of the scale, the no. of chance selection will be proportional to the no. of problems in which she falls. People who obtain for scores have a proportionality greater number of success by pure chance. To this extent the low total scores are less consistent and reliable than right scores.
Current Administration
First set I can be given to assess the total capacity of person for observation and clear thinking. It is in a short practice test. Set II can be given as a time capacity test to any one who grasps the principle of Set I without difficulty and who succeed in solving more than half the problems after completing set I. It was administered in M.Sc part-I. All the class were shown Set II and asked to enter her solution on the forms. Subjects were told that the problems are exactly like those on set I, only that are more of them and they get more difficult more slowly. They were told that they must try each in turn from the beginning to the end of the book without missing any out and without turning back. They are told they can have as much time as they like, were allowed to work quickly by them without interruption and were asked to work steadily at their own speed and see how many they can get right. A little supervision is necessary to see that they were encountering their solution correctly on their form. People usually require about an hour to complete all they can do of set II. At the end subject‟s score is being calculated and her IQ IS (126) is obtained after matching it with the percentile percentile (95).
BIO-DATA:
Name: ABC Age: 22years Sex: Female Education: MS.c (in process)
INTERPRETATION
Test was administered on 22 years old female college student,her score is 24 percentile score 95 and having an I.Q found to be of 125. She seems to have above average conceptualization. She seems to have the ability to perform at high standards.She has strong imaginative power. She appears to have potentials to excel in rapid decision-making and in situation where part whole relationships must be perceived.Her I.Q depicts that she has intellectual abilities such as overall she has good perceptual organization and ability to discriminate and find similarities between abstract things.
References
Anastasia Anne (1990). „ Psych Psycholo ologi gica call Test Testing ing’ ’ . New York: Maxwell Macmillan Publishing Company. Manu ual for Rave Raven n Prog Progre resssive ive Mat Matrice ricess and and Voca Vocab bular ularyy Scal Scales es’ ’ Advance Progressive Raven, Court. J, J, (1977) „ Man Matrices Set I & Set II. London. H. K. Lewis & Co. Ltd
