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

Matrix reasoning tests are frequently used as time-efficient measures of intelligence in identifying gifted students across domains. Factors like test-taking motivation, task interactivity, and performance validity are largely neglected in this context. In the current study, domain-specific matrix reasoning tasks were developed and validated to identify gifted students in Biology 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 showed moderate to strong correlations with IQ and domain-specific abilities in scientific inquiry processes. These findings provide initial evidence that the matrix reasoning tasks have been successfully tailored to biology and that students with stronger domain-specific abilities were more engaged in these tasks. A group comparison showed that gifted students in biology outperformed randomly selected students, supporting the suitability of the developed tasks for identifying giftedness in Biology. The findings suggest that domain-specific adaptation of matrix reasoning tasks could improve performance validity in giftedness identification.