From Abstract to Domain-Specific: Development and Validation of Matrix Reasoning Tasks for Students in Biology

Matrix reasoning tests are frequently used to measure intelligence and identify gifted students across domains. To date, there is limited evidence on the usefulness of contextualised tasks for identifying domain-specific giftedness. In the current study, matrix reasoning tasks tailored to biological contexts were developed and validated for students in grades 3-6. The tasks were evaluated across two research cycles, involving a total of N = 895 students (n₁ = 470; n₂ = 425). An item analysis based on item response theory indicated acceptable item parameters and fit indices for the final item pool. Correlation analyses revealed moderate-to-strong associations with IQ, assessed via abstract matrix reasoning, as well as with domain-specific achievement in biological inquiry processes. A known-groups comparison revealed that students identified as gifted in biology outperformed a comparison group of peers, providing preliminary known-groups validity evidence for the developed tasks. Overall, the matrix reasoning tasks tailored to biology showed acceptable psychometric properties, demonstrated positive correlations with achievement in biological inquiry, and the study provided initial evidence of their usefulness for identifying gifted students in biology.