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Creativity tests are typically divided into
four main components: Divergent thinking,
Convergent thinking, Artistic assessments and Self assessments.
Divergent thinking
is the ability to consciously generate new ideas that branch
out to many possible solutions for a given problem.
These solutions or responses are then scored
on four components:
- 1) Originality - statistical infrequency
of response
2) Fluency - number of responses
3) Flexibility - the degree of difference of the responses,
in other words do they come from a single domain or multiple
domains
4) Elaboration - the amount of detail of the response
Guilford’s
Alternative Uses Task (1967)
-
Wallas
and Kogan (1965)
-
Torrance Test of Creative Thinking
(TTCT) (1974)
Convergent thinking
is the ability to correctly hone in the single correct solution
to a problem. In creativity convergent thinking often
requires taking a novel approach to the problem, seeing the
problem from a different perspective or making a unique association
between parts of the problem. Theses
solutions are scored either correct or incorrect .
-
Insight Problems
-
Remotes Associations Task
(Mednick)
Artistic assessments
are the evaluations of an artistic product (e.g., painting,
story, poem, musical composition, collage, drawing etc.).
Evaluations are typically done by two or more judges that
must be in near agreement on the creativity of the product.
Barron-Welsh
Art Scale
Self assessments are
person's responses to the amount of creativity a personal
feels they exhibit. persons responses
to the amount of creativity a person feels they exhibit.
-
Khatena-Torrance
Creative Perception Inventory
-
How
Do You Think (Davis)
-
Things
Done on Your Own (Torrance, 1962)
-
The
Creativity Behavior Inventory
-
Runco
Ideation Behavior Scale (RIBS)
-
Creative
Attitude Survey (Schaeffer)
-
Statement
of Past Activities
-
NEO-PI-R
(Openness to Experience component)
-
Gough Personality Scale
Other
Assessment
-
Creativity Assessment Packet
-
Preschool
and Kindergarten Interests Descriptors
-
Scales
for Rating the Behavioral Characteristics of Superior
Students (Renzulli, 1993)
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