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Matrix Analogies Test - Short Form: An Evaluation of its Measurement Properties for a Sample of Greek School-aged Children using Rasch Analysis
Georgia Spiliotopoulou*
Department of Clinical Sciences, College of Health and Life Sciences, Brunel University, Mary Seacole Building, Uxbridge, Middlesex, UB8 3PH, United Kingdom
- *Corresponding Author:
- Georgia Spiliotopoulou
Department of Clinical Sciences
College of Health and Life Sciences
Brunel University, Mary Seacole Building, Uxbridge
Middlesex, UB8 3PH, United Kingdom
Tel: (0044)18952 68827
Fax: (0044)18952 69853
E-mail: georgia.spiliotopoulou@brunel.ac.uk
Received Date: June 10, 2015; Accepted Date: June 26, 2015; Published Date: June 30, 2015
Citation: Spiliotopoulou G (2015) Matrix Analogies Test - Short Form: An Evaluation of its Measurement Properties for a Sample of Greek School-aged Children using Rasch Analysis. J Child Adolesc Behav 3:218. doi:10.4172/2375-4494.1000218
Copyright: © 2015 Spiliotopoulou G. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Abstract
Objective: Matrix analogies test–short form (MAT-SF) is a screening test of non-verbal reasoning originally validated with US students. The purpose of this study was to investigate its construct validity and reliability with Greek school-aged children using Rasch analysis. Methods: Data were collected from 106 typically developing children aged 7-11 years old and were Raschanalysed using RUMM2030. Results: On removal of seven items, the Rasch-scaled 27-item MAT-SF demonstrated successful overall (itemtrait interaction χ 2 (27)=52.282; p=0.0024, bonferonni adjustment α=0.0018) and individual fit to the model. There was no differential item functioning for gender or age or disordered response thresholds and unidimensionality was demonstrated. The person-separation reliability (PSI=.832) indicated the tool’s ability to discriminate between three different groups. The tool was well targeted to the group of typically developing children. Significant differences between 7-9 and 9-11 years groups (F(1,101)=13.53; p<0.0001) and between children with higher and lower reading ability (F(1,101)=43.82; p<0.0001) further supported validity. Conclusion: It is concluded that the revised MAT-SF demonstrates a justifiable research and screening tool of non-verbal reasoning to be used with professionals working with school-aged children in Greece.
