What is really being studied?
The person approach has guided most of the empirical research on
creativity (Nichols, 1972).
Product definitions are generally considered to be most useful for
Three main causes:
o Identify those who are creative, especially kids.
o Counseling (occupational, psychological)
o Measure of mental variables.
o “Creativity is to us as…”
o How you define a construct.
o Specify the measure.
Issues in Assessment:
o Test-Retest Reliability
Take the same test twice.
o Inter-Rater Reliability
Subjectivity of grading.
o Alternate Forms
If the modality of the measurement makes a difference.
o You want very high reliability, above .7 (approximately .6).
o Face Validity
Does it look like a creativity test?
o Content Validity
Is the content related to the field as a whole?
How wide will you study?
o Construct Validity
Are you truly measuring what you’re intending to measure? o Predictive Validity
Interpretations based off of results.
How accurate are the results?
o Approximately (.4).
o Type 1: Faults possible.
o Type 2: Faults negative.
Problematic Areas for Creativity Testing
o Administration Errors
The Three “E’s”: Elaboration, Examples, Explanation
o Environmental Effects
How much time you have