The purpose of the test, as mentioned before, is to determine future success in graduate work in a university in the United States. The MAT accomplishes this by testing reasoning skills. In order to succeed in the test, the test taker must be fluent in English, be able to establish a correlation between two items, and have a general knowledge of the sciences (both the natural and social), mathematics, language, and humanities. Within these content areas, several types of relationships are assessed: semantic, logical, classification, and association. This means that the relationship presented can ask for anything from a synonym, sequence, pattern, etc. (“Candidate Information Booklet,” 2013).
The validity of the test all hinges on the validity of the analogy in assessing analytical ability. While many other standardized tests have moved away from the analogy, the MAT is entirely made up of analogies, with the publishers arguing that th...
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...ng Performance with the Miller Analogies Test (MAT). Pearson.
Meagher, D. (2008b). Understanding Analogies: The Analogy Item Format and the Miller Analogies Test. Pearson.
Meagher, D., Perez, C., Yang, Z., Wegner, R., Bilicek, M. J., & Tromonski, A. (2008). MAT Technical Manual: A Guide to Interpretation. Pearson.
Meagher, D., Pan, T., Wegner, R., & Miller, J. (2012a). MAT Basics: Test Structure and Score Interpretation. Pearson.
Meagher, D., Pan, T., Wegner, R., & Miller, J. (2012b). MAT Reliability and Validity. Pearson.
Platz, A., McClintock, C., & Katz, D. (1959). Undergraduate grades and the Miller Analogies Test as predictors of graduate success. American Psychologist, 14(6), 285-289. doi:10.1037/h0045116
Spielberger, C. D. (1959). Evidence of a practice effect on the Miller Analogies Test. Journal of Applied Psychology, 43(4), 259-263. doi:10.1037/h0042419
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