Raven’s Progressive Matrices (RPM) offers a valuable lens for understanding the distinction between testing intelligence and testing knowledge in education. Unlike knowledge tests that measure what learners have already been taught, RPM focuses on fluid intelligence—the ability to reason, detect patterns, and solve new problems independently of prior content. Its non-verbal design minimizes reliance on language and cultural background, making it a useful tool for assessing cognitive potential across diverse learners. In the context of Assessment for Learning, this makes RPM particularly appealing because it provides insight into how students think, not just what they know.

However, RPM also has limitations that educators must consider. While it aims to be culture-fair, research shows that performance can still be influenced by exposure to test formats, educational background, and familiarity with abstract reasoning tasks. Moreover, RPM measures only one specific aspect of intelligence—abstract pattern reasoning—which means it cannot capture verbal skills, creativity, socio-emotional intelligence, or real-world problem-solving. This highlights the risk of overinterpreting RPM results or using them as a sole indicator of student ability, as doing so may ignore the many dimensions that contribute to meaningful learning and academic success.

Given these strengths and limitations, the responsible use of RPM in education requires balance and context. It is most effective when used alongside other assessments that capture knowledge, skills, and broader cognitive abilities. For teachers, RPM results can inform how students approach learning tasks and where they might need support in developing reasoning skills, but should never define a learner’s potential. Ultimately, integrating intelligence testing and knowledge assessment helps create a more holistic understanding of students—supporting fair, inclusive, and development-oriented Assessment for Learning.

https://doi.org/10.1207/S15326977EA0703

https://doi.org/10.1037/0033-295X.97.3.404

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https://www.youtube.com/watch?v=Gx6xJ5nUeCw

https://www.youtube.com/watch?v=Gx6xJ5nUeCw

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