#### Termes les plus recherchés

# [PDF](+28👁️) Télécharger ERIC ED333016: Component Identification and Item Difficulty of Raven's Matrices Items. pdf

#### Item components that might contribute to the difficulty of items on the Raven Colored Progressive Matrices (CPM) and the Standard Progressive Matrices (SPM) were studied. Subjects providing responses to CPM items were 269 children aged 2 years 9 months to 11 years 8 months, most of whom were referred for testing as potentially gifted. A second sample containing 147 seventh-grade students, drawn from J. K. Gallini's study in 1983, was used to assess the utility of the equation developed using the first item sample. CPM item characteristics were defined and rated. Rasch item difficulties were used as the dependent variable with misfitting items omitted. All 15 item characteristics were entered in a regression equation using forced entry (multiple "R" of 0.90) and stepwise entry (multiple "R" of 0.88). When the same predictors were used with SPM items, the multiple "R" was 0.69. The poorest prediction occurred for items containing characteristics (such as line thickness) that were not cTélécharger gratuit ERIC ED333016: Component Identification and Item Difficulty of Raven's Matrices Items. pdf

DOCUMENT RESUME

ED 333 016 TM 016 465

AUTHOR

TITLE

PUB DATE

NOTE

PUB TYPE

EDRS PRICE

DESCRIPTORS

IDENTIFIERS

Green, Kathy e.; Kluever, Raymond C.

Component Identification and Item Difficulty of

Raven's Matrices Items.

Apr 91

17p.; Paper presented at the Annual Meeting of the

National council on Measurement in Education

(Chicago, IL, April 4-6, 1991).

Reports - Research/Technical (143) —

Speeches/Conference Papers (150)

MF01/PC01 Plus Postage.

Academically Gifted; "Children; Comparative Testing;

* Difficulty Level; Elementary Education; -Elementary

school students; item Response Theory; Mathematical

Models; Predictive Measurement; Preschool Education;

"Psychological Testing; Regression (Statistics); Test

Construction; "Test A ;ems

Rasch Model; *Ravens Coloured Progressive Matrices;

"Standard Progressive Matrices

ABSTRACT

Item components that might contribute to the

difficulty of items on the Raven colored Progressive Matrices (CPM)

and the Standard Progressive Matrices (SPM) were studied. Subjects

providing responses to CPM items were 269 children aged 2 years 9

months to 11 years 8 months, most of whom were referred for testing

as potentially gifted. A second sample containing 147 seventh-grade

students, drawn from J. K. Gallini's study n 1983. was used to

assess the utility of the equation developed using the first item

sample. CPM item characteristics were defined and rated. Rasch item

difficulties were used as the dependent variable with misfitting

items omitted. All 15 item characteristics were entered in a

regression equation using forced entry (multiple "R" of 0.90) and

stepwise entry (multiple "R" of 0.88). When the same predictors were

used with SPM items, the multiple "R" was 0.69. The poorest

prediction occurred for items containing characteristics (such as

line thickness) that were not captured by the coding system. The best

prediction occurred for items in which the orientation of the figure

or options was a crucial feature. Results are discussed with regard

to psychological processes and use of item characteristics to create

new test items. Two sample test items are included, and two tables

and an appendix present data on item difficulties. (SLD)

*«»*»******««****«*«***««***« *****************************************

* Reproductions supplied by EDRS are the best that can be made

* from the original document.

U • MMUmiNTOT 10UCAT10M

0««ea of Educational Raaaarcft and tmprovmam

EDUCATIONAL RESOURCES INFORMATION

CENTER (ERIC)

tf^Th* documant haa baan raproducad aa

racatwad from tna paraon ot onaanitatton

ono^nating it

□ Minor changaa na*a baan mada to improva

rapfoduction QuaMy

• Font* 0* wa* or opinionBHatad»nthi»doc^

man! do not oacaaaaMy rapraaant oft**!

OERI poaifion or pokey

PERMISSION TO REPRODUCE THIS

MATERIAL HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCES

INFORMATION CENTER <ERIC>

COMPONENT IDENTIFICATION AND ITEM DIFFICULTY OF RAVEN'S MATRICES ITEMS

<0

o

:o

so

CO

Kathy E. Green and Raymond C. Kluever

University of Denver

>2>

ABSTRACT

The purpose of this study was to identify and test item

characteristics that predict the difficulty of Raven's Colored and

Standard Progressive Matrices items. Colored Progressive Matrices item

characteristics were defined and rated; Rasch item difficulties were used

as the dependent variable with misfitting items omitted. The multiple R

was .90 (.88 using stepwise prediction). When the same predictors were

used with Standard Progressive Matrices items, the multiple R was .69.

Results are discussed with respect to psychological processes and to using

item characteristics to create new test items.

^ Paper presented at the Annual Meeting of the National Council on

Measurement in Education, Chicago, April 4-6, 1991.

Wc 2 BEST COPY AVAILABLE

INTRODUCTION

Figural reasoning items such as those developed by Raven (1965,

1985) have proven useful as nonverbal measures of fluid or analytic

intelligence (»g») . While matrices tests have been used for years

and while a number of researchers have examined the factor structure

of these tests, little attention has b.*n paid to empirical

examination of the item variations contributing to iter difficulty.

The purpose of this study was to identify item components that might

contribute to item difficulty and then to assess which components are

predictive of empirical item difficulty. The prediction equation

constructed was then used to predict difficulty of a second set of

matrices items.

The Raven Colored Progressive Matrices (CPM) and Standard

Progressive Matrices (SPM) have be ^ used as measures of a unitary

trait, although factor analyses suggest that 2-4 factors are

necessary to explain item intercorrelations (e.g., Carlson & Jensen,

1980; Schmidtke & Schaller, 1950). Analyses indicated that while a

mult if actor solution was needed, item responses yielded adequate fit

to a logistic model (the Rasch model: Green & Kluever, 1991). High

internal consistency coefficients have also been reported (e.g.,

Court & Raven, 1982; Raven, Court & Raven, 1986). If all test items

are reflective of a single latent trait, it should be possible to

identify ways in which items differ that make some items

systematically easier and others harder to answer. This process is

termed component identification. Identification of components would

prove useful in construction of additional test items and in

furtherance of our understanding of the construct being measured.

a 3

ERIC

Suggestions of bet?- method of analysis and of potential

components may be obtained from previous work with Knox Cube Block

Test items, paper-folding items, and progressive matrices items

(Carpenter, Just, & Shell, 1990; Gallini, 1983; Green & Smith, 1987;

Smith & Green, 1985; Ward & Fitzpatrick, 1973). Some of these item

types differ from matrices items but all are non-verbal. Analyses of

verbal analogies items have also been performed but these results

seem less relevant to the analysis of nonverbal items.

The number and complexity of components determine the difficulty

of an item. Potential components relevant to matrices items defined

by previous work include variables such as symmetry vs. assymmetry,

vertical or horizontal vs. diagonal axes, straight lines vs. curved

lines, size of cell attributes, number of dimensions of variation

(e.g., different line widths, different shapes), proportionate vs.

disproportionate change of size, shading, number of colors,

intersection vs. union of dimensions, rotation of elements, and

reflection of elements. Number, orientation, and figure type are the

problem descriptors used by Carpenter et al. (1990) in their analysis

of cognitive processes used by high and average performers on

matrices items. More difficult problems involve more figural

elements and/or more complex combination rules (Ward & Fitzpatrick,

1973) . If multiple rules are needed in problem solution, cognitive

management of rule construction and execution is taxed as well as the

mental processes used to construct the rules. Carpenter et al.

(1990) suggest that individual performance differences reflect

abilities to generate and maintain problem solving goals in working

-3-

memory. Mulholland, Pellegrino, and Glaser (1980) found that errors

and response times increased when the number of operations needed to

solve geometric analogies increased. They also attributed this

performance decrement to an increased burden on working memory

created by the need to track more elements and transformations.

The skill with which individuals process information is dependent

on variables such as the kind(s) of cognitive processes involved, the

nature of the content, the complexity of processing required, and

one's previous experience with the task. Basic processing models

involving variations of the input-process-output systems are common

in the literature. One's experience with the content of the material

is reflected in some processing models. Other models are more

descriptive of the nature of the material and some models are more

concerned with the cognitive complexity required to solve a problem.

The Structure of Intellect (SOI) model (Guilford, 1959) lends

itself as a framework to systematic analysis of the content and

processes involved in solving matrices problems. Other relevant

models are simultaneous-sequential processing models and Horn and

Cattell's (1966) model of cognitive processing. Item difficulty and

item characteristics are related in this paper to these models as

indications of the cognitive processes involved, the nature of the

content, and its complexity.

ERIC

5

METHOD

Subjects providing responses to CPM items were 269 2-9 to 11-8

year-old children seen at a University Assessment Center for

individual testing through 1989. The majority of these children were

referred for testing as potentially gifted. Responses were fit to a

linear logistic model using BICAL (Wright, Mead, & Bell, 1980). Two

of the 36 CPM items misfit (both between and total fit >3.00) and so

were dropped from subsequent analyses. Logit item difficulty

obtained from BICAL was used as the dependent variable; the effective

n for this study was 34. A second sample was obtained from data

reported by Gallini (1983) who gave 30 of the 60 Standard Progressive

Matrices items to 147 seventh-grade students from an urban middle

school in the Southeast. Four of these 30 items were answered

correctly by all students so logit difficulties of one less than the

lowest logit value were assigned to these items. Three other items

misfit and were dropped from the analysis leaving an effective n of

27 for this sample. The second sample was used to assess the utility

of the equation developed using the first item sample.

Analyses were conducted using estimated Rasch item difficulties

regressed on component frequencies. Item calibration using tho Rasch

model provides a means to evaluate unidimensionality. Regression

analyses are of limited value unless the dependent variable assesses

a single trait (in this case, item difficulty). Modeling performance

on a set of items that are not well-defined can be pointless. Thus,

Rasch analysis with removal of misfitting items was used to refine

-5-

the dependent measure, to provide reasonable assurance of

unidimensionality. Relationships among predictor variables was also

assessed since the presence of multicollinearity leads to varied

interpretation of results.

CPM items consist of an item "stem" which contains a figural

display with a missing piece, and 6 or 8 response options, one of

which completes the figural pattern. Stem characteristics assessed

were: vertical/horizontal orientation vs. other, symmetrical vs.

asymmetrical, progression vs. not, number of dimensions in the

pattern, straight lines vs. curved lines, number of lines or solids,

density of design, and color vs. black and white. Number of

dimensions and elements were coded a 0-3; all others were coded as

0-1. Response option characteristics assessed were: number of

distinct options (2-8), options contain progression, rotation,

reflection (0-1 for each), number of directions of options (e.g.,

horizontal, vertical, diagonal; 1-3), number of elements in the

design (1-3), and reversal between foreground and background (0-1).

Characteristics were rated independently by the two authors;

disagreements occurred for less clearly specified characteristics

such as "density of design." Disagreements were either resolved or

the category redefined. Figure 1 illustrates item component

categorization for two hypothetical items.

9

ERIC

EXAMPLES OF ITEM CHARACTERISTIC CODING

Item 1

in in

Stem Variables:

Vertical/horizontal orientation: O-yes

Symmetrical : O-yes

Progression: 0-no progression

# dimensions in pattern: 1-pattern only

Straight lines vs. curved: O-straight

# elements: 1-lines

Color vs. black/white: 1-black/white

Option Variables:

# distinct options: 5

Options contain progression: 0-no

rotation: 1-yes

reflection: 1-yes (e.g., 1 and 5)

# option directions: 3 (vertical, horizontal, diagonal)

Reversal between foreground and background: 0-no

Item 2

Stem Variables:

Vertical/horizontal orientation: 1-diagonal

Symmetrical : 1-no

Progression: 1-yes (angle of line separation increases)

# dimensions in pattern: 2-size, orientation

Straight lines vs. curved: O-straight

# elements: 2 (lines, solids)

Color vs. black/white: l-black/white

Option Variables:

# distinct options: 6

Options contain progression: 1-yes (e.g., 2 and 6)

rotation: 1-yes (e.g., 4 and 5)

reflection: 1-yes. (e.g., 4 and 6)

# option directions: 2 (vertical, diagonal)

Reversal between foreground and background: 0-no

RESULTS

Table 1 presents the zero-order correlations of all

characteristics with item difficulty for CPM items. Item

characteristics were multicollinear. Table 2 presents significant

(p<.05) inter-characteristic correlations for CPM items. CPM items

were used as the basis for construction of a regression function.

All 15 item characteristics were entered in a regression equation

using two methods: forced entry and stepwise entry. With forced

entry, the multiple B was .90. With stepwise regression, number of

distinct options, reflection of one or more options, number of

dimensions in the stem, and number of directions of options

contributed significantly (p<.05) to prediction for a multiple g of

.88. The B 2 adjusted for number of cases was .74. Actual and

predicted item difficulties for CPM items are provided in Appendix A

as is the standardized regression function.

SPM item difficulty was predicted using the four characteristics

identified as significant predictors of CPM item difficulty. The

multiple B was .69. Actual and predicted item difficulties are

listed in Appendix A.

To assess the effect of nonlinearity, the squared and cubed

values of components were added to prediction equations. This

resulted in a small increase in prediction for CPM items (.88 to .91)

and in a similar increase in prediction for SPM items (.69 to .71).

When higher order terms were added, the variable representing number

of options dropped out of the function.

Table 1

Correlation of Item Characteristics with Ttem Difficulty.

Characteristic Cprrelatipn-CPM ££M_

Orientation 01

Symmetry 61

Progression 17

Number of Dimensions 66 61

Lines 22

Lines-Solids 68

Color 46

Progression "* 18

Rotation 28

Reflection 34 31

Number of Options 48 52

Density ~ 02

Number of Directions of Options 19 19

Reversal of Foreground and Background 02

Number of Elements 22

Table 2

Item Characteristic Intercorrelations-CPM

C6 C7 C8 CI 3 C14 ~ 16_ _~

C2: Symmetry 78 76 53

C4: Number of Dimensions 82 69

C6: Lines-Solids 61 38 41

C7: Color 45

C9: Rotation 34

C13: Density of Design -48

C8: Progression; C14: Number of Directions of Options; C16: Number of

Elements in Design

Note: Only item characteristics that were significantly correlated (p<.05)

are listed.

ERIC

-7-

The two items from each test for which prediction was the poorest

and best were reviewed. The poorest prediction occurred for items

containing characteristics (such as line thickness) that were not

captured by the coding system. The best prediction occurred for

items in which orientation of figure or of options was a crucial

feature.

DISCUSSION

Only tentative conclusions may be drawn from the results of this

study. Some variables that were found to be significant predictors

were correlated with other item characteristics. This collinearity

makes determination of which unique characteristics predict item

difficulty problematic.

Orientation of options (rotation and reflection) were both

significantly related to item difficulty with reflection somewhat

more highly correlated. Many progressive matrices items involve

orientation as well as design matching and number. Items tend to be

more difficult when several options are identical in shape/number but

are mirror images of each other. Rotation of an option away from a

vertical/horizontal orientation does not seem to pose as difficult a

problem as reversal in the same plane. For Raven's items, reflection

seems to require a finer discrimination than rotation. Rotation for

these items is likely to involve a disturbance to the orientation of

the figure which is relatively easy to identify as incorrect .

12

-8-

Number of directions of options also was a significant predictor

for CPN items. This variable also assessed spatial orientation.

This variable did not significantly add to prediction for SPM items.

Number of distinct options was a significant predictor for CPM

items. All CPM items have six options and only two of the 30 items

have less than six unique options. These are the second and third

items on the test and are also among the easiest test items. SPM

items have six or eight options; again, only two items have options

that are not unique and these items are the easiest. This variable

served to identify extremely easy items.

Number of dimensions in the stem assessed the number of different

figural elements that needed to be considered in problem solution.

Possible elements were figural match, orientation, size, and number.

Items varying on more than one dimension were more difficult. This

variable was a measure of item complexity and was most predictive of

difficulty for both CPM and SPM items. This variable is similar to

number of transformations which previous researchers have also found

to be predictive of item difficulty.

While analysis of components does not describe the elementary

mental processes necessary to problem solution, we propose congruity

with certain processing models. Processing models may include

components such as the ability to attend, to encode information,

short- and long-term retention, the ability to retrieve infromation

from storage, certain cognitive processing skills, and an output

component. Task, content, and situational characteristics are

13

ERIC

-9-

important factors to consider in analyzing a specific processing

requirement .

Among models of cognitive processing, the Horn and Cattell (1966)

theory includes fluid and crystallized ability representing the

processing of new versus more familiar material. Success with

components of the CPM items probably places a high premium on fluid

abilities since solving matrices tasks is not common. At best, the

analysis leading to the correct choice for stimulus complex ".on may

parallel certain common everyday discrimination tasks but the CPM

content is certainly unique.

Analysis of this fluid ability for solving the CPM problems can

be in the context of a simultaneous and sequential processing scheme

proposed by several psychologists (Das, Kirby, & Jarman, 1975; Luria,

1973). Solution of the CPM problems seems to require good

simultaneous processing ability of a gestalt-like configuration with

differing components contributing to processing load as identified in

this study.

A model displaying greater detail of processing skills is

Guilford's Structure of Intellect (SOI) Model (1967). The Raven

designs probably represent the Figural Content as defined in the

model. Among the five Operations described in the model, Cognition

and Evaluation abilities appear to be most representative of the kind

of processing required to solve the CPM problems. The Products of

this model ranging from unitary components to complex abstracting

abilities requiring the reconfiguration of the stimulus material are

also evident in the Raven problem-solving requirements.

ERIC 14

-10-

Both the SOI model and the simultaneous processing-sequential

processing model have published tests based on those concepts. The

value of the component analysis in this study is the opportunity it

presents for construction of items that utilize component

characteristics in revisions of these tests to tap a defined range of

processing abilities. This has implications for test construction

and for test interpretation where manuals could provide guidelines

for this kind of interpretation.

There are several limitations of this study. First, all features

of items were not assessed nor were problem-solving process variables

assessed. Only fairly obvious observable features were included in

the analysis. Second, the regression analysis assumes that a linear

combination of variables predicts item difficulty. Even if the

appropriate components have been identified, they may relate to other

components and to item difficulty in a nonlinear fashion. Third,

individual children may use different strategies in solving matrices

items. The analyses performed implicitly assume that all subjects

use similar strategies and attend to similar aspects of problems.

This assumption may be overly simplistic. Finally, the size of the

samples used in calibrating items were smaller than those desirable

to establish highly reliable item statistics.

15

REFERENCES

Carpenter, p. A. , Just, M.A., & Shell, P. (1990). What one intelligence

test measures: A theoretical account of the processing in the Raven

Progressive Matrices Test. Psvcholooical Review. 22(3), 404-431.

carlsen, J.S., & Jensen, CM. (1980). The factorial structure of the

Raven Coloured Progressive Matrices Test: A reanalysis. Educational and

Psychological Mea surement . 4_0_, 1111-1116.

Das, J. P., Kirby, J.R. , & Jarman, R.F. (1975). Simultaneous and

successive synthesis: An alternative model for cognitive abilities.

Psychological Bulletin. &£, 87-103.

Gallini, J.K. (1983;. K Rasch analysis of Raven item data. Journal of

Experimental Education £2, 27-32.

Green, K.E., & Kluever, R.C. (1991). Structural properties of Raven's

Colored Progressive Matrices for a sample of gifted children. Perceptual

and Motor Skill s r 21, f-9-64.

Green, K.E., & Smith, R.M. (1987). A comparison of two methods of

decomposing item difficulties. Journal of_ Educational Statistics . 12,

369-381.

Guilford, J. P. (1959). The three faces of intellect. T he American

Psychologist , 2A, 469-479.

Horn, J.L., & Cattell, R. B. (1966). Refinement and test of the theory of

fluid and crystallized intelligence. Journal of Educational Psychology .

57. 253-370.

Luria, A.R. (1973). The worki ng brain: An introduction to

neurops ychology . London: Penguin Books.

Mulholland, T.M., Pellegrino, J.W., & Glaser, R. (1980). Components of

geometric analogy solution. Cognitive Psychology . XZ, 252-284.

Raven, j.c. (1965). Guide to using the Coloured Progressive Matrices

Sets A. Ab. B. Dumfries, Scotland: Grieve.

Raven, J.C. (1985). Standard Progressive Matrices Sets A.B.C.D. and E.

London: H.K. Lewis & Co.

Raven, J.C, Court, J.H., & Raven, J. (1977). Coloured Progressive

Matrices. London: H.K. Lewis.

Schmidtke, A., & Schaller, S. (1980). Comparative study of factor

structure of Raven's Coloured Progressive Matrices. P erceptual and Motor

Skills . 5J,, 1244-1246.

Smith, R.M., & Green, K.E. (1985). Components of difficulty in

paper- folding tests. Paper presented at the annual meeting of the

American Educational Research Association, Chicago.

ward, J., & Fitzpatrick, T.F. (1973). Characteristics of matrices

items. Perceptual and Motor Skills. 3j£, 987-993.

Wright, B.D., Mead, R.J., & Bell, S.R. (1980). BICAL: Ca librating items

with the Rasch model (Research Memorandum 23C) . Chicago: University of

Chicago, Statistical Laboratory, Department of Education.

APPENDIX A

Actual and Predicted Item Difficulties for CPM and SPM Items

Difficulty Difficulty

CPM Item

Lpqit

predicted

SPM Item

Predicted

RA1

-2 . 83

-1 . 87

RA1

— 5 • lo

— 2 tCl

RA2

-4 . 66

A C £

—4 • 56

RA2

— o . lo

— D • i.o

RAJ

—3 . 97

—4 • 10

KA4

— 3 • UU

mm "> Q £

RA4

"3 .40

—2 • / 1

KAD

"•DO

RAo

—2 • 59

—2 .71

KAo

-L • X3

— mm .30

KAo

KA /

— D ■ J.O

Z . J O

KA /

• Z 3

— J. . UJ

KAo

— D . ID

mm OA

KAo

• 4 3

KDl

mm *> A

— 46 .43

• O O

KA9

ADZ

Z iDl

DM ft

• /o

Kd3

— • /4

J. . U4

KA11

O CI

A 1

.43

RB6

J.. /X

-5 • 4S J

^ • Z L

mm 1 QQ

z too

KAol

— X .03

* Oo

Z • OO

DAD*)

"J. .3D

— J. • U3

KC3

mm

** • 3*c

— O QQ

~ Z • oo

RAB3

-1 » 32

.43

RC4

— . 20

-2 .88

RAB4

.21

.15

RC5

1.56

1.42

RAB5

.21

.99

RC6

1.37

.22

RAB6

1.04

-1.87

RD1

-3.44

-1.69

RAB7

.54

.99

RD2

-2.21

-1.69

RAB8

1.88

2.11

RD3

-.59

-1.69

RAB9

1.74

.15

RD5

.94

-2.88

RAB11

1.16

.15

RD6

2.90

-2.88

RBI

-4.66

-2.71

RE1

.03

1.42

RB2

-.81

-1.87

RE2

.56

.22

RB3

-.30

-.69

RE3

1.97

1.67

RB4

-.19

.15

RE4

2.02

2.13

RB5

1.02

.43

RES

4.05

1.88

RB6

.99

1.61

RB7

1.23

1.61

RB8

2.73

3.91

RB9

2.37

2.73

RB10

1.83

1.89

RB11

2.80

2.73

RB12

4.26

2.73

Zy ■ . 17 (foptions) + .43 (reflection) + .75(#dimensions) +

. 29 (# option directions) + e

Zy ■ . 31 (#options) + .18 (reflection) + . 39 (#dimensions) +

.07(# option directions) + e

1 /

Lire la suite

- 590.45 KB
- 15

##### Vous recherchez le terme ""

28

77