There are multiple assessment tools today that have been created solely for the purpose of assessing creativity. Some assessments are in the form of questionnaires across a broad range of domains, while others are specific to everyday activities. Other assessments require self-reporting while other assessments require students to perform specific tasks to be assessed with a scoring criterion. I have chosen tests that measure thinking, achievement, behavior and beliefs. The four assessment tools that I will discuss include the Creative Achievement Questionnaire (CAQ), the Torrance Test of Creative Thinking (TTCT), the Biographical Inventory of Creative Behaviors (BICB), and the Creativity Domain Questionnaire (CDQ). Out of the above mentioned assessment measures, the TTCT has been around the longest and is most widely used but the SOI is the oldest measurement tool.
Creativity Domain Questionnaire (CDQ)
Unlike other questionnaires, this assessment tool measures a person’s beliefs about their creativity (Silvia, Wigert, Reiter-Palmon, & Kaufman, 2011). A person can view themselves different than another onlooker can which of course can prove to be a negative factor when predicting validity of this assessment. The CDQ requires a person to self-report using a scale of 6 points to self-assess their creativity in 56 areas. A revised version of the questionnaire, CDQ-R, limited the number of domains and allowed for grouping of these 21 domains into four categories. Chemistry, drama, crafts and teaching are domains that this test assesses, but they are grouped with other similar domains for better analysis of scores. One positive result of this test is the validity it has proven to have in predicting per...
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...king about the intended audience and trying to find the easiest way to assess creativity in students from all grades with one tool. Although I still do not consider myself a highly creative person, I did find out that when I have a goal that is related to children as a whole, the possibilities of my creativity are immeasurable.
Cropley, A. (2000). Defining and measuring creativity: are creativity tests worth using? Roeper
Review, 23(2), 72-79.
Silvia, P. J., Wigert, B., Reiter-Palmon, R., & Kaufman, J. C. (2011). Assessing creativity with
self-report scales: A review and empirical evaluation. Psychology of Aesthetics, Creativity, and The Arts, 6(1), 19-34.
Zeng, L., Proctor, R. W., & Salvendy, G. (2011). Can traditional divergent thinking tests be
trusted in measuring and predicting real-world creativity? Creativity Research Journal,
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