Abstract
This study investigated the validity of the Prose Quantification System (PQS) as a method of evaluating the creative quality of prose. PQS story- starters (opening story lines) and the Torrance Tests of Creative Thinking (TTCT) were ad ministered to 141 fifth-grade students. Completed PQS stories were: (a) rated for creativity by 10 teachers and (b) scored by 9 raters trained to use the PQS and 4 raters trained to use the Carlson Scale for Measuring the Originality of Children's Stories. Stepwise multiple regression analysis in dicated that the Carlson Scale, PQS, and TTCT scores accounted for significant amounts of variance in teachers' creativity ratings. PQS in terrater agreement was .81; intrarater stability co efficients ranged from .84 to .94. Mixed factorial ANOVAs indicated two equivalent forms of the PQS.
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