Marcus Delacor & Alexander Mirau

Preparation for the EPSO Selection Process

BOOKLET 7

ABSTRACT REASONING TEST

 BOOKLETS

euphorum has produced a range of different booklets as Booklet 1

preparation for the selection process of the European The selection process for the EU institutions: Jumping
Personnel Selection Office (EPSO) the hurdles

Booklet 2
The pre-selection process: Computer-based tests

Booklet 3
Situational judgement test

Booklet 4
Verbal reasoning test:
Part 1: The principle of accordance

Booklet 5
Verbal reasoning test:
Part 2: Methodical considerations

Booklet 6
Numerical reasoning test:
Questions and approaches

Booklet 7
Abstract reasoning test

Booklet 8
Professional skills test: Accuracy and precision

Booklet 9
Professional skills test: Prioritising and organising

Booklet 10
The assessment centre

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 COMPUTER-BASED PRE-SELECTION TESTS

The Tests guage selected by the applicant, generally the mother

tongue, provided this is one of the official EU lan-
The following tests must be passed as part of the selec- guages. The situational judgement test (d), and the pro-
tion process for administrators (AD): fessional skills tests in the assistant selection process,
must be taken in the second language; German, English,
1) Verbal reasoning test or French.
2) Numerical reasoning test
3) Abstract reasoning test There is a required minimum score for the logical rea-
4) Situational judgement test soning test and a (combined) required minimum score
for the numerical reasoning test and the abstract reason-
Since 2010 applicants for the assistant selection process ing test. The minimum scores needed are outlined in the
(AST) have also been required to pass the following ad- information provided on the different processes.
ditional tests:
All tests are in multiple-choice form:
5) Test to evaluate professional skills in accuracy and In test a) verbal reasoning, as well as in test d) situational
precision judgement, 4 possible answers are given. In all other
6) Test to evaluate professional skills in prioritisation tests there are 5 possible answers.
and organisation
There is always one correct answer!
The first three tests (a-c) will be taken in the main lan-

Number Points
Seconds per
Test of Total time Process Language minimum maximum
question
questions needed possible
Main
1 Verbal reasoning 20 35 mins 105 AD 10 20
language
Numerical Main
2 10 20 mins 120 AD 10 from 10
reasoning language
numerical
Break (optional) 10 mins and
abstract
Main reasoning
3 Abstract reasoning 10 10 mins 60 AD 10
language
Situational Second
4 20 30 mins 90 AD 24 40
judgement language

Example for the computer-based tests AD 207/2011

Preparation

Have you tried the EPSO program yet!

German: https://europa.eu/epso/application/cv_new/letters/annexes/epso_demos_de
English: https://europa.eu/epso/application/cv_new/letters/annexes/epso_demos_en
French: https://europa.eu/epso/application/cv_new/letters/annexes/epso_demos_fr

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 THE ABSTRACT REASONING TEST
The EPSO Abstract Reasoning Test
The EPSO abstract reasoning test measures understand-
ing of “analogies”. A geometric figure is changed and
the applicant has to identify the logic behind the change.
The applicant is required to recognise (repeating) pat-
terns, draw logical conclusions, and observe details,
whilst remaining aware of the arrangement as whole
and, finally, staying focused under pressure.
The applicant has 10 minutes to answer 10 questions (1
minute per question). It is hard to complete the test fully
and correctly within this time and this pressure is one of
the key challenges. The test will be evaluated together
with the numerical reasoning test, with a combined min-
imum score of 10 points required, from a possible 20
points.
Each question contains five images comprised of linear
and geometric figures. The order of these images in the
series follows a particular logic or, as the case may be,
multiple logics. There are 5 suggested answers for each
question. The applicant must determine which image
would come next according to the logic of the series.
All images are two-dimensional and are in black and
white. Spatial vision is not being tested.
The number of elements that make up the individual
images can vary considerably.
There is always one correct answer.
Examples of questions of differing complexity
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The difficulty of a question is dependent on a number
of factors:
1. The complexity of the transformation.
2. The number of transformations taking place.
3. The number of basic elements comprising the geo-
metric shapes.
4. The likelihood of the false answers.
Background
“Abstract reasoning” describes orientation inside and between spa-
tially and temporally distinct categories, and the attributing of rela-
tions to new material.
Abstract reasoning tests are language-free tests that
should minimise culture-specific differences.
They are testing so-called “fluid intelligence” which, ac-
cording to theory, is a non-specific, primarily instinctive
capacity. (Compare intelligence theory and the 2 factor
model according to Cattell, 1957, 1965.)
“Fluid intelligence” describes the ability to orientate
oneself quickly in new situations, and to be able to for-
mulate viable solutions to problems rapidly, without
needing extensive teaching. This includes, amongst oth-
er things, the ability to get an overview of a situation
quickly, to separate important from unimportant, and to
detect and organise as many relationships as possible be-
tween different pieces of information.
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 ANSWERING STRATEGY

The “Art Historian” method:

Describe and compare

The key questions are:

What is shown?
What changes between the images?
How and in what ways do changes occure?

Description of
basic elements

Identification of repeating
elements

Identify an additional Description of common

logic by comparing
differences in the
preselected answer
options and tracing them
relationships betweeen images
Recognition of repeating
patterns

Analyse the possible Continuation of pattern Analyse another

answers identifiable in answers? element
yes, no
multiple

yes, once

Select answer

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Example question:
Question: Which image comes next in the sequence?
Row:
Possible
answers
Approach:
Begin by looking at the row of images shown:
1) Describe the individual basic elements
Image 1 contains geometric shapes – circles, triangles,
and a square. The shapes are black or white, and are of
different sizes. The arrangement of the shapes corre-
sponds to the 5 on a dice, the shape in the middle is
large and those in the corners are small.
2) Identify repeating elements that do not change
Images 1-5 contain the same basic elements – circles,
triangles, and squares. The arrangement in the form of
the 5 on a dice is constant (looking at the row of an-
swers tells you this particular feature is included in all
possible answers.)
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EXAMPLE
3) Describe common relationships between the
same elements in different pictures and
4) Identify repeating patterns
a) The most noticeable element here is the position in
the middle: It not only changes colour
(white/white/black/white/black), but also shape (trian-
gle pointing down/circle/circle/square/triangle point-
ing up). But neither change appears to follow a logical
pattern in itself.
b) Now systematically analyse the other elements:
- The small white circle at the top left of image 1
*appears in the same form, but in a different position, at the bot-
tom left of image 5. Since a logic must repeat itself throughout the
whole series, this link is irrelevant.
* from image 1 to 2 the circle remains in the same posi-
tion, but changes colour. If part of a logical sequence,
image 3 would have a white circle at the top left. This is
not the case.
* from image 1 to 2 the circle not only changes position
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but also size; it “wanders” into the middle and becomes
a big circle. In image 3 the large white circle has become
a large black circle. If you consider the movement from
image 1 to 2 (top left moves to the middle and becomes
large) in the reverse order, and apply this principle from
image 3 back to image 2, image 2 should have a small
black circle at the top left. This is the case.
The principle identified – top left changes position to
the middle and becomes large – is also confirmed by the
remainder of the row:
- from image 3 to 4 the small, white square at the top
left moves to the middle and becomes large. (correct)
- from image 4 to 5 the black triangle at the top left be-
comes a large black triangle in the middle. (correct)
5) Identify continuation of pattern in answer op-
tions
When applying this pattern to the possible answers, the
black square at the top left of image 5 must become a
large black square in the middle. This leaves two possi-
ble answers: B and C.
6) Analysis of the answers
In addition to the black square in the middle, the white
circle at the bottom left is also the same in both. The
other three figures are the same in each of the three fig-
ures (black circle, white square, white triangle), but their
positions are different.
The next step is to look for relationships by tracing the
different positions of the elements in the two possible
answers back to the row. This will enable identification
of the correct answer.
It is not necessary to look again at the row from 1-5 to
find the second logic. Instead, start from the possible
correct answers and analyse the row backwards.
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EXAMPLE
If the examination of an element/a position for a possible answer
produces a negative result, the same examination can be made for
the alternative answers. For time reasons it is recommended to an-
alyse possible connections together, rather than individually.
Answer B at the end of the row:
Answer C at the end of the row:
The white square is at the top left in answer B) and at
the bottom left in answer C). If we look back at the row,
this image is neither in image 5 nor in image 4. There is
therefore no logical series within which this image fits.
The same applies to the black circle in both answers.
This therefore means that the position of the white tri-
angle is decisive in determining the correct answer.
In answer B the triangle is at the top right, in answer C
it is at the top left.
In the last image in the series, image 5, the triangle can
be found at the bottom right. In image 4 there is a white
triangle at the top right pointing down, and a black tri-
angle at the top left. In image 3 there are 2 black trian-
gles, and so on. There is no identifiable logic recognisa-
ble for the individual movement of this particular shape.
The next step is to compare the positions of the trian-
gles in the pictures next to one another; the position at
the top right in answer B and at the bottom left in image
5. Do the basic elements in these positions match up in
the previous images?
If answer B is correct, the black triangle at the top right
of image 5 should appear at the bottom right of image
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 EXAMPLE

4. This is not the case. Summary

Logic 1: In each step, the shape at the top left moves to
If answer C is correct, the black square at the top left of the middle of the image and becomes large.
image 5 should appear at the bottom left of image 4. Logic 2: In each step, the shape at the bottom right
This is the case. Analysing back from image 4 to image moves to the top left.
3, the black triangle at the top left should move to the
bottom right. This is the case, and the “wandering”
principle also applies to the remainder of the row.

On account of it fitting with both logical sequences in

the row, answer C is therefore the correct answer.

Tips: The changes caused by the underlying logic must be completed fully at least one time within the range of im-
ages.

The following changes of the basic elements may also be combined with one another (as in the example above):
- Colour change (white/black)
- Size change (small/large)
- Rotation/mirroring
- Movement in a specific “path”
- Movement in relation to other shapes
- Change places (one shape is replaced by another)

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 TIPS AND GUIDANCE

The most important rules and guidelines for the General

multiple-choice tests
Always choose an answer. There is no penalty for get-
ting an answer wrong and, with 5 possible answers for
each question, there is a 20% chance of getting it right.

Do not spend too long on any one question (a maxi-

mum of 45 seconds). You can always return to an unan-
swered question later, or try your luck with a guess. You
have an average of 1 minute to answer each question.

If you’re not sure which is the correct answer and would

A B C D
like to move on to the next question, click your favour-
1 - ++ + - ite option and make a note of the possible answers you
7 ++ ++
are considering. If you come back to the unanswered
question, this will save time and energy – you only need
to look at the possible answers.

You will be notified when there 5 minutes remaining.

You should allow a minimum of 5 minutes at the end of
the test to go back over the unanswered questions.

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 TIPS AND GUIDANCE

The most important rules and guidelines for the For Computer-Based Tests
multiple-choice tests
Familiarise yourself with the EPSO program and its
functions in advance!

You can mark different questions in the program and

can return to them later, but you cannot leave notes.
The entire test will be carried out on computer. For
writing, there will be 2 DIN-A4 laminated plastic sheets
and washable markers available (the tips can be quite
thick and thus difficult to write with).

A basic calculator is available on the computer, and

there should also be a calculator available in the room.

Check the pens and the calculator work before the test
Image: Screenshot from the EPSO test program begins. Please ask the invigilator if you need a replace-
ment.

Sources

www.eu-careers.eu/

https://europa.eu/epso/application/cv_new/letters/an
nexes/epso_demos_de/index.htm

www.euphorum.org

Image: Screenshot from the EPSO test program

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