Creativity Assessment

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Educational Psychology
EPSY 430

Keith Owen 10/10/13 EPSY 430 Creativity Assessment Creativity Testing What is really being studied? o Person  The person approach has guided most of the empirical research on creativity (Nichols, 1972). o Process o Product  Product definitions are generally considered to be most useful for creativity research. Three main causes: o Identify those who are creative, especially kids. o Research o Counseling (occupational, psychological) Testing Terminology Psychometrics o Measure of mental variables. Constitute o “Creativity is to us as…” o How you define a construct. Operationally Define o Specify the measure. Content Underdepriciation Issues in Assessment: Reliability 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). Validity 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). Error Potential o Type 1: Faults possible. o Type 2: Faults negative. Creativity Conundrum Problematic Areas for Creativity Testing Reliability o Administration Errors  The Three “E’s”: Elaboration, Examples, Explanation o Environmental Effects  Context:  Time  Temperature  Noise  Time Constraints:  How much time you have
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