5. Caveats and Considerations
1. There are false negatives
2. There are not likely to be false positives.
3. All tests are not equal
4. Assessments have a short shelf life.
5. Assessment results have a short shelf
life, too.
6. No assessments have pinpoint accuracy.
6. Any Psychological
Measurement is Audacious…
• But provides us with valuable
information.
• We must remember limitations and use
judiciously
• Value is in predictive validity
7. Predictive Validity of Creativity
Assessment
• Creativity measures, such as divergent
thinking test scores and creativity
inventory scores, are generally
predictive of creative
activities, interests, and
accomplishments later in life
• (Cline, Richards, & Needham, 1963;
Kogan&Pankove, 1974; Rimm& Davis, 1983;
Russ, Robins, &Christiano, 1999; Torrance, 2002).
8. Methods and Instruments for
Assessing Creativity Should
Based Upon the Answers to
Some questions…
9. Cognitive Ability or Personality Trait?
• Minnesota Multiphasic
• Guilford‘s Structure of Personality Inventory (MMPI)
Intellect
• Neo Personality Inventory
(NPI)
• Gough‘s Creative
Personality Scale for the
Adjective Checklist
10. Eminent or Everyday
• Historiometric/biogr • Lifetime Creativity
aphical approach Scales
―A first rate soup is more
creative than a second rate
painting‖ Maslow
Galton
11. Aptitude or Achievement
• Torrance Tests of • Consensual
Creative Thinking Assessment
Technique--Amabile
13. Child or Adult
• Group Inventory for Finding • Remote Associates
Talent for grades k-6 (GIFT)–
Rimm Test (RAT)—Mednick
• Group Inventory for Finding • Most personality
Interest for grades 6-12 (GIFFI)--
Davis &Rimm measures
Bass Complex Sleep Deep
Bald Screech Emblem
Eagle
Blood Music Cheese Blood
Room Blood Salts Bath
Rabbit Cloud House White
14. Divergent or Convergent
Thinking
• TTCT—Torrance • Flanagan Ingenuity Test
• Tests of Creative Thinking
Divergent Production— A hostess for a children‘s
Urban &Jellen party wanted to serve ice
cream in an interesting
manner, and she decided to
make a clown for each child.
She placed a ball of ice cream
to represent the clown‘s head
on a round cookie which served
for a collar, on top of this she
inverted a
A. t _ _ e. D. c _ _ e.
B. u _ _ i. E. t _ _ r.
C. r _ _ s.
• Answer is D, cone.
15. In Context or Decontextualized
• Measures of Creativity in
Sound and Music (Wang)
• TTCT
• The Seashore Measures of
Musical Talents (Seashore, • Williams Tests
Lewis, &Saetveit)
• TCTDP
• The Barron-Welsh Art Scale
• The Meier Art Test
• The Horn Art Aptitude
Inventory
• The Graves Design
Judgment Test
16. General or Specific
• Guilford Tests • Consensual
• Torrance Tests Assessment
• Personality tests Technique
Bandwidth--width of
measurement
vs.
fidelity-- precision of
measurement
‗
17. Self or Other
Runco Ideational Scales for Rating the
Behavioral Characteristics
Behavior Index-- of Superior
Runco &Plucker Students (SRBCSS) Renzulli
The student demonstrates...
Quality of ideas is more 12. imaginative thinking ability.
important the quantity 13. asense of humor.
SD D N A S A 14. the ability to come up with
unusual, unique, or clever
responses.
15. an adventurous spirit or a
willingness to take risks.
16. the ability to generate a
large number of ideas or
solutions to problems or
questions.
18. Person Process
•Personality Scales •Tests of Divergent thinking and
other creative processes
•Neurobiological Indicators such
as low latent inhibition —
e.g.Carson, Peterson, &Higgins
Product Press
Product rating systems, such as KEYS—Amabile
The Student Product Assessment
Form (Reis &Renzulli) Situational Outlook
Besemer and O‘Quin‘s, and Questionnaire (SOQ) –Ekvall
Cropley&Cropley‘s
A Creative Attitudes Survey—
Consensual Assessment Basadur&Hausdorf
Technique--Amabile
1.There are false negatives. There are intelligent and creative individuals who do not get high scores on intelligence and creativity measures for many reasons related to the person, the test, their expression of their abilities, and the conditions of testing. Therefore, the identification process should include behavioral observations that are ongoing in addition to tests. 2.There are not likely to be false positives. Given valid measures, it is not likely that a student will get a high score on an intelligence test and not be intelligent, or a high score on a creativity test without creative thinking. So, educators should look carefully at a student whose scores on tests are much higher than his/her performance. It is unlikely the test score is a false positive; it is more likely that the student is underachieving or has some type of learning disability.3. All tests are not equal. So, one could get very different scores on two different measures of the same construct if the tests are based on different conceptions of the construct. (Of course, differences in the validity and reliability of tests can cause score differences, too.) Therefore, educators should carefully consider the abilities that different tests measure in choosing one for the identification of a gifted student. For example, some tests are very verbal and others are visual or performance-based. If the child’s strengths are known, a test that is most likely to demonstrate the child’s strengths (or minimize weaknesses) should be chosen.4. Assessments have a short shelf life. The content and form of the tests, as well as the norms, should be updated periodically to ensure that they are still relevant and representative of current populations. For example, the pictures on some IQ tests have been updated so that children of color are included and old-fashioned lace-up shoes were deleted. The Torrance Tests are re-normed every 10 years. Using a test with outmoded items or obsolete norms will produce invalid results.5. Assessment results have a short shelf life, too. Constructs such as intelligence and creativity are now largely considered to be dynamic and developmental rather than fixed amounts at birth. Therefore, students may get different results on measures as they grow and develop. That is one reason that identification for the gifted program should be ongoing, and not considered the sole responsibility of the elementary school. 5. No assessments have pinpoint accuracy. They all have standard errors of measurement. In other words, they all have ranges of error that can occur randomly. So, one should never require a pinpoint score for admission to a gifted program; the