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Raven's IQ test (60 questions), Raven's standard reasoning test (SPM)

Raven's standard reasoning test (SPM) - Raven's IQ test (60 questions) free online test. There are multiple versions of Raven's reasoning test, among which the standard version (SPM) is the most basic and commonly used version. Test instructions: There is a part missing in the big picture of each question in the test. There are 6 to 8 small pictures under the big picture. Please choose one of the small pictures to fill in the blank part of the big picture to make the whole big picture reasonable and complete. This scale is suitable for ages 5.5 years and above, and the results may be inaccurate outside this age.
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Tool Introduction

Raven's Standard Reasoning Test (SPM) - Raven's IQ Test (60 questions) Free Online Test. There are multiple versions of the Raven's Reasoning Test, among which the standard version (SPM) is the most basic and commonly used version. The Raven's Reasoning Test was compiled by British psychologist Raven in 1938, mainly based on Spearman's two-factor theory of intelligence.

The Raven's Standard Reasoning Test (SPM) is divided into five groups: A, B, C, D, and E, with a total of 60 questions. Group A reflects perceptual discrimination ability (12 questions in total), Group B reflects similarity comparison ability (12 questions in total), Group C reflects comparative reasoning ability (12 questions in total), Group D reflects series relationship ability (12 questions in total), and Group E reflects abstract reasoning ability (12 questions in total). The structural comparison of the scores in these five aspects helps to understand the intellectual structure of the test subject to a certain extent. This scale is suitable for people over 5.5 years old, and the results outside this age may be inaccurate.

Test instructions: The test and the results are completely free. Please answer the questions carefully before submitting. There is a missing part in the big picture of each test question. There are 6 to 8 small pictures below the big picture. Please choose one of the small pictures to fill in the blank part of the big picture to make the whole big picture reasonable and complete.

Raven's standard reasoning test standard score conversion table

<8 5> <13 4> 13 <2 96> 33 <47 2> 50 <5 20> 54
Age Standard score (%)
95 90 75 50 25 10 5
5.5 34 29 25 16 13 12 9
6 36 31 25 17 13 12 9
6.5 37 31 25 18 13 12 10
7 43 36 25 19 13 12 10
7.5 44 38 3 1 21 13 12 10
8 44 39 31 23 15 10
8.5 45 40 33 29 20 14 12
9 47 43 37 33 25 14 12
9.5 50 47 <18 1> 39 35 27 17 13
10 50 48 42 35 27 17 13
10.5 50 49 42 39 32 25 18
11 52 50 <23 5> 43 39 33 25 19
11.5 53 50 45 42 35 25 19
12 53 50 46 42 37 27 21
12.5 53 52 50 45 40 28
13 53 52 50 45 40 35 30
13.5 54 52 50 46 42 35 32
14 55 52 50 48 43 36 34
14.5 55 53 51 48 43 36 34
15 57 54 51 48 43 36 <38 7> 34
15.5 57 55 52 49 43 41 34
16 57 56 53 49 44 41 36
16.5 57 56 53 49 45 41 37
17 58 57 55 52 47 40 37
20 57 56 54 44 38 33
30 57 55 52 48 44 37 28
40 57 54 50 47 41 31 28
50 52 48 42 34 24 21
60 54 52 46 37 30 22 19
70 52 49 44 33 26 18 <56 7> 17

Reference standard for intelligence level classification

Standard score (%) Level Intelligence level
>=95 一 Excellent
75~94 Second Good
25~74 Third Medium
5~24 Fourth Middle and lower
<5 Five Low

Result interpretation and counseling suggestions

Standard score: >=95

Result interpretation: The test subject has excellent intellectual qualities. He has excellent spatial perception, observation and discrimination, graphic comparison, graphic imagination combination, logical reasoning ability, etc., has profound and flexible thinking, is focused, and can easily grasp the internal relationship of things. He is good at integrating information and using it. He has strong problem-solving ability and is ahead of his peers in many aspects. He often does not need much effort to have excellent performance in learning, life, interpersonal relationships and other aspects.

Coaching suggestions: The test takers have excellent intellectual qualities. If they are properly cultivated and utilized, they can easily become successful. However, the following points should be noted:

(1) Having a high intelligence does not mean that you can give up your efforts. The test takers need to set high standards for themselves, face problems, and work hard. At the same time, a suitable environment needs to be created for them.

(2) For these people, they have strong learning ability and tolerance. The general level of spiritual food cannot satisfy their thirst for knowledge. Educators should provide them with more opportunities for learning and exercise.

(3) Pay attention to cultivating their good psychological qualities, such as willpower, honesty, integrity, sense of responsibility and other qualities.

Standard score: 75~94

Result interpretation: The test subject has relatively excellent intellectual qualities. He has excellent spatial perception, observation and discrimination, logical reasoning and other abilities. He has deep and flexible thinking, focused attention, and can easily grasp the internal relationship of things. He is good at integrating information and making use of it. He has strong problem-solving ability and is quite interested in the things around him. Through certain efforts, he will have excellent performance in learning, life, interpersonal relationships and other aspects.

Counseling suggestions: The test subject has excellent intelligence and can handle most problems encountered well. They have good learning ability and can become very capable people through their own efforts and the influence of the environment. Suggestions:

(1) This group of people needs to learn humbly, work hard, and grow themselves down to earth.

(2) Pay attention to the cultivation of their emotional intelligence: the ability to identify, express and self-regulate emotions, the ability to control and reflect on oneself, and good qualities such as willpower, honesty, integrity and sense of responsibility. Good emotional intelligence will not only be an accelerator for their intellectual growth, but also promote the healthy development of their body and mind.

Standard score: 25~74

Result interpretation: The intelligence quality of the test subject is at an average level. He has good spatial perception, observation and discrimination, logical reasoning and other abilities. In general, he can grasp the internal relationship of things, is good at integrating information and making use of it, is selective in interests, and has average problem-solving ability. He may encounter some difficulties that cannot be solved temporarily, but through hard work, he will have good performance in learning, life, interpersonal relationships and other aspects.

Counseling suggestions: The test subject has an average level of intelligence, which is the intelligence level of most people. Suggestions:

(1) The test takers should improve their self-awareness, discover their superior intelligence, and focus on cultivating it. At the same time, they should pay attention to making up for the weaker aspects of intelligence and focus on training and improving them.

(2) Intelligence level is not static, nor is it the only criterion for determining the success or failure of a career. Diligence and hard work are also key factors. These qualities can not only promote the development and improvement of intelligence, but also bring one excellent result after another. For these test takers, it is more important to work hard and cultivate different aspects differently.

(3) Self-confidence, willpower, honesty, integrity, sense of responsibility and other excellent qualities should not be ignored. These qualities will surely escort their happy growth.

Standard score: 5~24

Result interpretation: The test subjects have slightly weaker intelligence. From the overall test situation, the test subjects have poor observation and spatial perception abilities. They can grasp the most obvious clues of things and correctly identify simple spatial relationships. However, their thinking is relatively chaotic, lacking flexibility, and they are not good at grasping the internal logic of things. Their ability to capture information closely related to the problem and integrate and apply it is slightly lower. They develop slightly slower than their peers and have less interest in most things around them.

Counseling suggestions: Compared with their peers, the test subjects have slightly weaker intelligence. They need to work harder to achieve the same excellent results. However, they are likely to have higher talents in individual intelligence, which is an advantage. Suggestions:

(1) While patiently cultivating them, educators need to be good at discovering the test takers' superior intelligence and focus on cultivating them. For the weaker aspects, they should be specially trained and improved.

(2) Educators should have reasonable expectations for them, and the tasks should be of appropriate difficulty. They need more patience, time and encouragement. They should grow step by step. For some difficult problems, they need more guidance and practice. Through hard work, they can do well in many aspects.

Standard score: <5

Explanation of results: The test takers have low intelligence. From the overall test situation, the test takers have poor observation and spatial perception abilities. They often cannot grasp the most obvious clues of things and correctly identify simple spatial relationships. Their thinking is relatively chaotic and lacks flexibility. Generally speaking, they cannot grasp the internal logic of things and can hardly capture information closely related to the problem and integrate it. Their development is much slower than their peers. They usually have difficulty concentrating, slow reactions, and lack interest or short-term interest in the things around them. The test subjects often cannot enter normal schools to study and need to be sent to special education schools for training. If they are in normal schools, no matter how hard the test subjects try, they may not be able to adapt to normal school life like most people.

Counseling suggestions: The test subjects have a relatively low intelligence level and may have some defects, mainly manifested in poor spatial perception and thinking ability. At this level of intelligence, the test subjects are slow to react, lack interest in the surrounding things or have a short-term interest, and often cannot adapt to normal school learning even if they make efforts. Therefore, it is recommended that:

(1) The test subjects enter special education schools and receive courses designed according to their development characteristics.

(2) They should not be blamed for not being able to achieve good results. A person's value cannot be determined solely by grades or success. Other factors such as honesty and love are also important. Parents and teachers should see more of their strengths and support them to maximize these strengths.

(3) A person's intelligence throughout his life is not entirely determined by genetic factors. The family, school, and social environment also play an important role in his development. A rich environment can improve a person's intelligence level. Therefore, for the test subjects, being able to frequently come into contact with situations that require observation and thinking can stimulate their interest in novel things and their thirst for knowledge, and also help improve their intelligence level.