Extension of the Consensual Assessment Technique to Nonparallel Creative Products (original) (raw)
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The Gold Standard for Assessing Creativity
International Journal of Quality Assurance in Engineering and Technology Education, 2014
The most widely used creativity assessments are divergent thinking tests, but these and other popular creativity measures have been shown to have little validity. The Consensual Assessment Technique is a powerful tool used by creativity researchers in which panels of expert judges are asked to rate the creativity of creative products such as stories, collages, poems, and other artifacts. The Consensual Assessment Technique is based on the idea that the best measure of the creativity of a work of art, a theory, a research proposal, or any other artifact is the combined assessment of experts in that field. Unlike other measures of creativity, the Consensual Assessment Technique is not based on any particular theory of creativity, which means that its validity (which has been well established empirically) is not dependent upon the validity of any particular theory of creativity. The Consensual Assessment Technique has been deemed the “gold standard” in creativity research and can be ve...
Assessing Creativity: A Guide for Educators. Research Monograph Series
2002
This monograph deals specifically with the challenge of recognizing or assessing creativity. It is intended for teachers, program coordinators, administrators, counselors, or researchers who are concerned with such questions as, "Can creativity be measured?" "What assessment tools are available to assist us in recognizing creativity in students?" or "How might we evaluate and compare various ways of assessing creativity?" These questions are often posed by researchers interested in studying creativity and by educators concerned with identifying creative talent or evaluating the effectiveness of program goals involving creativity. The primary goals of the monograph are to: provide information about the nature of creativity; identify many key characteristics and indicators of creativity as expressed among elementary, middle, and high school students; examine ways to locate, evaluate, select, and use instruments that are helpful in assessing those characteristics; identify and review many existing creativity assessment resources; suggest some important considerations in linking assessment with instructional programming. The monograph includes an introduction (Chapter I) and four additional chapters, dealing with definitions and characteristics (Chapter II); reviewing, evaluating, selecting, and using instruments (Chapter HD; a design and plan for systematic assessment (Chapter IV); and linking assessment and instruction (Chapter V). The initial chapter on definitions and characteristics provides information to help clarify the nature and meaning of "creativity and creative thinking," and to consider the implications of those definitions for assessment. The chapter also reviews and synthesizes the literature regarding the personal characteristics associated with the construct of creativity, since these characteristics provide the foundation for assessment tools. The next chapter defines and clarifies important basic principles and terms in educational assessment and relates them specifically to the challenge of assessing creativity. It also provides a practical set of criteria for reviewing and evaluating instruments and presents basic principles to guide the wise and appropriate use of creativity assessment instruments. Chapter IV presents a matrix to guide systematic efforts to assess creativity in students, involving four major sources of assessment data and four specific levels of present performance in relation to creativity. The final chapter explores possible implications of creativity assessment and our specific
Assessing Creativity: A Guide for Educators
National Research Center on the Gifted and Talented, 2002
This monograph deals specifically with the challenge of recognizing or assessing creativity. It is intended for teachers, program coordinators, administrators, counselors, or researchers who are concerned with such questions as, "Can creativity be measured?" "What assessment tools are available to assist us in recognizing creativity in students?" or "How might we evaluate and compare various ways of assessing creativity?" These questions are often posed by researchers interested in studying creativity and by educators concerned with identifying creative talent or evaluating the effectiveness of program goals involving creativity. The primary goals of the monograph are to: vii
The purpose of this study was to explore the reliability of measures of both individual and group creative work using the consensual assessment technique (CAT). CAT was used to measure individual and group creativity among a population of pre-service music teachers enrolled in a secondary general music class (n = 23) and was evaluated from multiple perspectives for reliability. Consistency was calculated using Cronbach’s alpha. Judges were found to be highly consistent for individual creativity (α = .90), individual craftsmanship (α = .87), group creativity (α = .86) and group craftsmanship (α = 81). Judges were much less consistent with their ratings of aesthetic sensitivity for individual compositions (α = .67) or group performances (α = .69). Absolute agreement was calculated by using intraclass correlation coefficient (ICC). Judges were found to be highly in agreement for individual creativity (α = .79), individual craftsman- ship (α = .83), group creativity (α = .87) and group craftsmanship (α = 83). Judges were much less in agreement with their ratings of aesthetic sensitivity for individual compositions (α = .57) or group performances (α = .71). Judges ratings for individual creativity were consistent over time, as evidenced by test– retest reliabilities of .89 (creativity), .83 (craftsmanship) and .79 (aesthetic sensibility). Results indicate, in agreement with prior research, that CAT is a reliable measure of creativity. The researchers introduce the idea that absolute agreement might be a worthwhile construct to explore in future work in the measurement of creativity in music education.
Needed Research on the Measurement of Creativity*
The Journal of Creative Behavior, 1972
Although the volume of literature on creativity has increased very rapidly since the early 1950's, there are many difficult problems which have not been solved. Central among these difficulties-perhaps because of its pervasiveness-is the issue of assessing creativity. How can we recognize creativity? Can we identify creative behavior and creative potential with confidence and accuracy? By what standards will individual or group differences be described, or the effects of training programs be documented? These are practical questions which, in their simplest form, say, "How can creativity be assessed?" The purposes of this paper are, therefore, to review briefly and selectively some major issues concerning the assessment of creativity, to identify theoretical and methodological issues in the study of creativity, and to examine the areas in which research is needed. In dealing with problems of psychological measurement or assessment, three general categories may be employed: validity, reliability, and usability. This paper has been divided into three major sections, corresponding to these categories i within each, major problems and research needs will be identified. VALIDITY Among our several concerns in assessing creativity, perhaps none is more important or more complex than validity. The question of whether or not some measure of creativity "really" It Many of the ideas in this article are presented in greater detaU in a report of the Creativity Task Force (E. Paul Torrance, Chairman) of a project on the Critical Appraisal of Research in the Personality-Emotions-Motit1ation Domain, directed by S. B. Sells and supported by the U. S. Office of Education.
Creative Education, 2019
Creativity is a growing demand in today's world. Education for creativity takes hierarchy, as well as the search for ways to evaluate its promotion. This paper presents partial results of a research project aimed at the study of the promotion of creative qualities in science education. The CREA test was used as an instrument to evaluate the creativity of students. The results allow us to propose limitations of this test as a tool for a global measure of creativity. The conventional analysis could measure one of the creative qualities: fluidity. The assessment of other creative qualities could benefit from a modified analysis. Some modifications like test time, could improve the measure of flexibility and elaboration. The applicability of the CREA test may not be accompanied by quality to the extent of creative potential.
Identifying and assessing creativity
2013
This chapter discusses the methods for identifying and assessing children's creativity and outlines the various behaviors found in the classroom as well as reported findings from existing creativity research on the most and least valued student traits by teachers. This is followed by a section on assessing creativity and includes the need for creativity assessment, as outlined in the educational policy documents of various countries as well as general literature, and the various assessment instruments which are in use. Following this are the findings from a large-scale mixed-methods study, conducted in Pakistan, which looks at the teachers' views on ways to assess primary school children's creativity as well as policy provisions for this and primary school children's performance on the Torrance Tests of Creative Thinking (TTCT).
Roeper Review, 1998
Current work on creativity is based on methodologies which either are psychometric in nature or were developed in response to perceived weaknesses of creativity measurement. However, psychometric perspectives on creativity are still a vibrant and vital area of study. Considerable evidence of validity (or lack thereof) has been gathered for a diverse set of instruments and assessment techniques, and the resulting improvement in measurement quality has opened the door to several exciting areas of research. We review some of the current issues, describe recent advances, and suggest future directions for psychometric approaches to creativity research.
Roeper Review, 2016
With creativity now being emphasized in schools, it is important for teachers to understand what it is and how it is measured. This review of the literature is an attempt to make sense of the many definitions and measures of creativity. As a result, this comprehensive review shows that most definitions agree that there are at least two criteria to judge whether a person or a product is creative or not, originality and usefulness. Organized according to Rhodes's 3 P conceptualization of creativity-person, process, product, and press-more than 40 assessments used in creativity research were reviewed. Familiarity with the definitions, views of, and measurement of creativity can help teachers recognize and foster creativity in their students.