Creativity Assessment Research Articles

What do educators need to know about the Torrance Tests of Creative Thinking: A comprehensive review.

One of the most important questions that educators try to answer is how to prepare new generations of students for an unpredictable future. Students need to learn several skills, such as creativity, critical thinking, collaboration, and communication (the 4 Cs). Creativity, especially, is an essential skill in a complex and unforeseeable world/era, and an important step in any effort to enhance creativity is to identify students' creative strengths and relative weaknesses. This review aims to offer school psychologists and other educators such as teachers, policymakers, and curriculum designers a comprehensive and practical guide to one of the most well-known creativity assessments-the Torrance Tests of Creative Thinking (TTCT) that was developed by E. Paul Torrance in the 1960s. The paper discusses the history, components, training, psychometric properties, and uses of the TTCT. Contrary to the notion that the TTCT is only a measure of divergent thinking skills, the current article presents its other uses. It is the authors' hope that teachers, school psychologists, and other educators will find the information reported in this article useful to better understand the TTCT and use it most effectively.

Automatic Assessment of Mathematical Creativity using Natural Language Processing

ABSTRACT Creativity is now accepted as a core 21st-century competency and is increasingly an explicit part of school curricula around the world. Therefore, the ability to assess creativity for both formative and summative purposes is vital. However, the fitness-for-purpose of creativity tests has recently come under scrutiny. Current creativity assessments have up to five key weaknesses that create a barrier to their widespread use in educational settings. These are: (a) A lack of domain/subject specificity; (b) Inconsistency, leading to a lack of trust; (c) A lack of authenticity in classroom settings; (d) Slowness (in providing useful results); (e) High cost to administer. The aim of the present study is to explore the feasibility of the automated assessment of mathematical creativity, drawing on tools and techniques from the field of natural language processing, as a means to address these weaknesses. This paper describes the performance of a machine learning algorithm, relative to human judges, demonstrating the practicality of automated creativity assessment for large-scale, school-based assessments.

Developmental assets, creativity, thriving, and mental health among Malaysian emerging adults.

This study was part of a larger cross-national research project at the Norway’s University of Bergen, which involved participants from over 30 countries. This undertaking delves into developmental assets, creativity, and thriving, and the part they play in determining mental health. Thus, this study examined the developmental assets (internal assets: support, empowerment, boundaries, and expectations and creative use of time; external assets: commitment to learning, positive identity, positive values, and social competencies), creativity, thriving, and their importance to mental health in a sample of Malaysian emerging adults. This study was based on a sample of 394 undergraduate students, comprising 264 females and 130 males, ranging between the ages of 18 and 26 years (M = 21.5). Two subscales of the Reisman diagnostic creativity assessment (RDCA) were used to measure creativity (originality and fluency). Meanwhile, thriving indicators of Search Institute were used to measure thriving while the short form of the mental health continuum (MHC-SF) for adolescents was used to measure mental health. An online Google form was used to collect data from university students enrolled in both public and private universities. The correlation analysis results revealed that all the variables were positively correlated to each other and that the relationship between development assets, creativity, thriving, and mental health ranged from weak to moderate. Multiple regression (stepwise) analysis produced four models that indicated that positive identity, support, creativity, and thriving have a significant influence on mental health among emerging adults. Further, analyses using the PROCESS procedure demonstrated significant indirect effects of positive identity and support on mental health through its effects on creativity and thriving. As such, it is our recommendation that mental health practitioners tailor their treatment approach to include positive identity, support, creativity, and thriving in their sessions with Malaysian emerging adults.

The Patient is Thriving! Current Issues, Recent Advances, and Future Directions in Creativity Assessment

ABSTRACT In 1998, Plucker and Runco provided an overview of creativity assessment, noting current issues (fluency confounds, generality vs. specificity), recent advances (predictive validity, implicit theories), and promising future directions (moving beyond divergent thinking measures, reliance on batteries of assessments, translation into practice). In the ensuing quarter century, the field experienced large growth in the quantity, breadth, and depth of assessment work, suggesting another analysis is timely. The purpose of this paper is to review the 1998 analysis and identify current issues, advances, and future directions for creativity measurement. Recent advances include growth in assessment quantity and quality and use of semantic distance as a scoring technique. Current issues include mismatches between current conceptions of creativity and those on which many measures are based, the need for psychometric quality standards, and a paucity of predictive validity evidence. The paper concludes with analysis of likely future directions, including use of machine learning to administer and score assessments and refinement of our conceptual frameworks for creativity assessment. Although the 1998 paper was written within an academic climate of harsh criticism of creativity measurement, the current climate is more positive, with reason for optimism about the continued growth of this important aspect of the field.

Teachers’ classroom management for motivating students’ creativity

Creativity can be cultivated in the classroom by the teacher through classroom management. The present research attempts to study middle school teachers’ classroom management that attends to students’ creativity. We interviewed twenty-one middle school teachers of seven disciplines about their classroom management to cultivate their students’ creativity. We analyzed these interviews using a model of assessment of creativity in the organization as applied into the classroom setting. The research results indicated that the teachers utilized various methods to cultivate their students’ creativity, where these methods are related to the different components of the model of creativity assessment in the organization. Above all, the teachers used feedback from the teacher, strategies, and novel tasks as part of their classroom management to cultivate their students’ creativity. The teachers used the following methods less than the previous ones: risk-taking and group support. Freedom was the least method reported as means for cultivating creativity.

Empirical investigation of the domain knowledge and team advertising creativity typology: The case of Nescafe coffee

This study proposes and tests a typology of domain knowledge and team creativity by empirically assessing the effects of varying levels of domain knowledge on the creative outcomes of the team members. Two separate studies were conducted to address this inquiry. Study one aimed at determining the level of domain knowledge of each team member in the teams. Eleven groups comprising of thirty-three business students designed eleven advertisements for the products of their own choices. Utilizing the situation judgment test and the grade earned in the advertising course, four teams were formed comprising two balanced and two imbalanced domain knowledge teams. To test the hypotheses of the study, these teams were asked to develop a print advertisement for Nescafe for the summer season (Study Two). Upon creativity assessment of the final ads by twenty-six independent creative personnel in a total of seven advertising agencies in Pakistan, the results revealed that a balanced team with low domain knowledge outperformed the other balanced team with high domain knowledge. Further, unexpectedly, one of the imbalanced domain knowledge teams also outperformed the balanced high domain knowledge team. The study in the light of extant literature presents worthwhile implications for academia and practitioners.

Developing Grade 3 Student Science Learning Achievement and Scientific Creativity Using the 6E Model in STEAM Education

The purposes of the studies were 1) to study the effects of the 6E learning model on grade 3 students’ learning achievement in science with the determining criteria of 70; 2) to compare students’ scientific creativity before and after implementing the 6E learning model; and 3) to evaluate grade 3 students’ creative abilities after implementing the 6E learning model. The participants were 19 students in a public school in Thailand. They were selected by a purposive random sampling. The instruments were a learning management plan designed using the 6E learning model, a learning achievement test, a pre-post-test for creativity assessment, and a creative ability evaluation form. The data were analyzed using the percentage, mean score, standard deviation, median, and Wilcoxon signed-rank test (Z score). The results of the study show that the 6E learning model was effective in transferring the knowledge of science to the grade 3 students. It was also beneficial in developing participants’ creative thinking and ability. The study contributes to the area of STEAM education as it provides evidence to support its effects on a younger group of learners.

The Impact of Financial Forecasts on Creativity Assessments

Concerns have long been voiced that taking account of expected financial outcomes early in the product development process inhibits the recognition and appreciation of creative product ideas. We look at a common situation in product development processes and propose that beyond the economic value of the financial information, social concerns influence the extent to which evaluators rely on incomplete (short-term) financial forecasts. Holding the economic value of the information constant, we argue and find in three experiments that concerns about whether other people endorse, accept or sanction their judgment behavior induce evaluators to rely more heavily on incomplete financial information than they would do in a situation where such social approval concerns do not play a role. Our study extends prior research on creativity assessments and on individuals’ use of accounting information for legitimizing their judgment and decision-making behavior to others. The evidence we provide on the importance of information distribution, need for justification, and source credibility offers new insights on how organizations can influence the social use of accounting information.

Implementation of Guided Discovery Learning Model with SETS Approach Assisted by Chemistry E-Module to Improve Creative Thinking Skills of Students

Creative thinking skills can train and develop thinking processes in finding new ideas and ideas to solve chemical problems and problems through discovery, exploration, experimentation, showing and demonstrating similarities, differences, and consistency. Therefore, it is necessary to update what has been learned, such as choosing the right strategy. This study aims to demonstrate the effect of implementing a guided discovery learning model using a SETS approach supported by the chemical Young's modulus on the creative thinking skills of students in the SMAN 1 Padang XI class. The method used was a quasi-experimental study with a randomized control group posttest-only design. The population of this study is all SMAN 1 Padang Class XI students enrolled in the 2021/2022 academic year, which includes 7 classes. A study population is grouped using random sampling techniques. The non-testing tools used were the Student Profile Assessment Form and the Creativity Assessment Criteria. The data analysis technique in this study was quantitative data analysis, testing hypotheses by using two unpaired samples in the mean similarity test analysis tcount> ttable. The result of the hypothesis test indicates that the research hypothesis is accepted. This means that the implementation of the Guided Discovery Learning Model using the SETS approach supported by the Electrochemistry module has had a significant impact on the creative thinking skills of students in Class XI at SMA 1 Negeri Padang

Moves toward make your creative assessment article with faultlessness

Moves toward make your creative assessment article with faultlessness

Self-determination in Physical Exercise Predicts Creative Personality of College Students: The Moderating Role of Positive Affect.

Although previous studies indicated that intrinsic motivation and positive affect were important for creativity and proved the benefits of physical exercise for creativity, little is known about underlying this relationship between self-determination in physical exercise and creative personality among college students. Based on prior studies and theoretical models, the current study investigated the relationship between self-determination in physical exercise and creativity and the moderating role of positive affect in the relationship between self-determination in physical exercise and creative personality. This model was analyzed with 1,201 Chinese college students (Mean age = 20.10 years, SD = 0.93). Participants filled out the physical exercise self-determination scale, the Williams creativity assessment packet, and the satisfaction with life scale. The results indicated that self-determination in physical exercise was significantly positively correlated with the creative personality of college students, including risk-taking, curiosity, challenge, and imagination. Moreover, self-determination in physical exercise could significantly positively predict the creative personality of college students. Moderation analysis further showed that the relationship between self-determination in physical exercise and creative personality was robust for college students with low levels of positive affect. These findings suggest the importance of cultivating students' creative ability through improving exercise autonomy, especially for those college students with a low level of positive affect.

Forced-Choice Ranking Models for Raters’ Ranking Data

To address response style or bias in rating scales, forced-choice items are often used to request that respondents rank their attitudes or preferences among a limited set of options. The rating scales used by raters to render judgments on ratees’ performance also contribute to rater bias or errors; consequently, forced-choice items have recently been employed for raters to rate how a ratee performs in certain defined traits. This study develops forced-choice ranking models (FCRMs) for data analysis when performance is evaluated by external raters or experts in a forced-choice ranking format. The proposed FCRMs consider different degrees of raters’ leniency/severity when modeling the selection probability in the generalized unfolding item response theory framework. They include an additional topic facet when multiple tasks are evaluated and incorporate variations in leniency parameters to capture the interactions between ratees and raters. The simulation results indicate that the parameters of the new models can be satisfactorily recovered and that better parameter recovery is associated with more item blocks, larger sample sizes, and a complete ranking design. A technological creativity assessment is presented as an empirical example with which to demonstrate the applicability and implications of the new models.

Dynamic Assessment of Creativity for Diagnostic Purposes

Abstract. The present paper aims to propose the dynamic assessment of creativity for diagnostic purposes, which combines the sociocultural approach to creativity with the findings of creative cognition research. A traditional theorization viewed creativity mainly as an ability of individuals and its expression depending on the extent to which their environment allows and supports it. According to the individualistic approach of creativity, static testing has been its predominant psychological assessment. However, the traditional approach to creativity has been criticized from a sociocultural theoretical perspective that regards creativity as distributed cognition between the mind and culture in recent years. Based on sociocultural theory, dynamic assessment of creativity is an alternative process to static testing for assessing creative potential. Besides testing, in dynamic assessment, the cognitive strategies of creativity that creative cognition research has revealed are mediated in children as symbolic tools or signs. Therefore, in dynamic assessment, sociocultural theory is combined with creative cognition. In the present paper, initially, we present the relevant theory and research on dynamic assessment and creative cognition. Next, studies applying dynamic assessment to children of different ages and devising the mediation protocol will be discussed. Finally, we will consider the psychological and educational implications of dynamic assessment of children’s creativity.

The Boosters That Foster Creativity-Competencies Among MBA Students: Identifying and Modelling the Relationships

The higher education system, particularly management education institutions (MEIs), is recognized as a significant source of creative talent for organizations. Organizations have to carefully select the necessary talent from MEIs. In this light, MEIs would seek to maximize their students’ creativity competencies. This exploratory research study identifies the significant boosters of creativity-competencies employing a sample survey among 269 student-respondents on the verge of completing their MBA programmes. The relationships between the identified boosters were modelled using structural equation modelling. The study found that adaptive-thinking and teamwork serve as the foundation for various other competencies, eventually fostering creativity competencies among the MBA students. The study restricts the assessment of creativity competencies concerning selected MBA institutions. The model created will serve as the basis for developing creativity-competencies in management education. This study is new to examine the relationship among the individual competencies and traits boosting the creativity competencies and test the model in MEIs.

Pengaruh Penerapan Penilaian Berbasis Kelas Terhadap Hasil Belajar Siswa Pada Mata Pelajaran Akidah Akhlak

This research is motivated by the teacher's assessment of student learning this is caused by the number of teachers assessing student learning outcomes using creative assessment, meaning that the success of religious education is solely based on a compassionate assessment, who has attended the lesson is considered to understand it. This study aims to apply classroom-based assessment to student learning outcomes. The method used in this research is descriptive method, technical analysis used in this research is validity test, reliability test and hypothesis testing. The population in this study were all students of MA Al Fajar Kalapadua while the research sample was taken from class X students of MA Al Fajar Kalapadua as many as 39 students. From the test results obtained ro (calculated) of 0.94 and the price of rt (table) by taking a significance level of 5% of 0.346. Because the value of ro (count) rt (table), then Ha is accepted and Ho is rejected. So it can be concluded that there is a significant correlation between the application of class-based assessment to student learning outcomes in learning aqidah morality.

Assessing Graphic Stories as Indicators of Creative Thinking and Literacy Level among Malaysian Secondary School Students

With the current uncertainties of future employment and Malaysian poor literacy rates, effective reading activities, which embed creative thinking, must be reconsidered in teaching and learning. While studies on creative thinking and assessment are available, none considered graphic stories as an assessment of creativity. Based on two short stories, graphic stories produced by secondary school students are assessed for creativity using a rubric of creativity. The assessment consists of four – Novelty, Utility, Aesthetic and Authentic. Findings revealed that Novelty was indicated in the interpretation of the texts to show understanding based on the given resources. Aesthetic was also indicated through the form of graphic stories presented through careful planning. The creative assessment on the participants’ graphic stories provided a glimpse of literacy level among the rural high school students in Malaysia. This paper contributes perspective on creativity among ESL students and guides for further research on literacy in Malaysia.

Power Spectrum and Connectivity Analysis in EEG Recording during Attention and Creativity Performance in Children

The present research aims at examining the power spectrum and exploring functional brain connectivity/disconnectivity during concentration performance, as measured by the d2 test of attention and creativity as measured by the CREA test in typically developing children. To this end, we examined brain connectivity by using phase synchrony (i.e., phase locking index (PLI) over the EEG signals acquired by the Emotiv EPOC neuroheadset in 15 children aged 9- to 12-years. Besides, as a complement, a power spectrum analysis of the acquired signals was performed. Our results indicated that, during d2 Test performance there was an increase in global gamma phase synchronization and there was a global alpha and theta band desynchronization. Conversely, during CREA task, power spectrum analysis showed a significant increase in the delta, beta, theta, and gamma bands. Connectivity analysis revealed marked synchronization in theta, alpha, and gamma. These findings are consistent with other neuroscience research indicating that multiple brain mechanisms are indeed involved in creativity. In addition, these results have important implications for the assessment of attention functions and creativity in clinical and research settings, as well as for neurofeedback interventions in children with typical and atypical development.

Creativity Ratings of Fashion Outfits Presented on Instagram: Does Gender Matter?

Abstract Rationale: Creativity assessment can be influenced by rater characteristics, including social group membership, such as gender. As raters are often male, the gender composition of rater panels in the Consensual Assessment Technique (CAT) could introduce unintended implicit biases into this measurement methodology. The present study analyzed such biases by examining gender differences in creativity assessment. Method: We applied the CAT and asked male (n = 26) and female (n = 39) judges to rate the creativity of fashion outfits presented on Instagram. We then examined gender differences in mean creativity ratings and rater consistency (inter-rater reliability). In an additional qualitative analysis, we analyzed implicit theories of creativity of female and male raters by comparing the criteria that these raters applied when assessing creativity. Results: We found no systematic support for gender differences in the level of creativity ratings, but observed that rating consistency was significantly higher for female than for male judges. Additional content analysis suggested that female and male raters attached different relative importance to various assessment criteria, indicating gender differences in rating criteria. Discussion: Our study suggests that rater panel composition can indeed affect aspects of creativity assessment, although we do not obtain strong support for a gender-related bias in the CAT methodology.

The assessment of science classroom creativity: scale development

ABSTRACT Science education should help unleash the creative potential of students, for which an instrument to accurately assess creativity is required. This study aims to develop and validate such a scale to assess science classroom creativity (SCC), which is the creativity expressed by students in the process of learning either individually or collectively in a science classroom. This study is carried out in the following four stages to achieve this goal: (1) item generation, (2) scale development, (3) scale validation, and (4) scale application. The results of this study indicate that the developed SCC scale with 49 items is a valid and reliable instrument that consists of nine components: cognitive/affective student characteristics, internal/external engagement in science class, science classroom environment, cognitive/emotional support of the science teacher, and individual/collective creative behaviour. Furthermore, the application of the scale provides science teachers with opportunities to: understand creativity more deeply, think reflectively about their teaching practice, and produce differentiated instructional designs to promote creativity.

Dissecting Reliability and Validity Evidence of Subjective Creativity Assessment: A Literature Review

Dissecting Reliability and Validity Evidence of Subjective Creativity Assessment: A Literature Review