Here is the presentation from NAGC 2015.

1. PROJECT
DATE PRESENTER
NOVEMBER 13, 2015 LISA RUBENSTEIN
EXAMINING CREATIVITY ASSESSMENTS
ENOUGH IS ENOUGH (UNLESS IT ISN’T)

2. Why is assessing
creativity important?
How should we
assess creativity?

3. WHY IS CREATIVITY IMPORTANT?

4. Why is assessing
creativity important?

5. Why is assessing
creativity important?
Personal Growth/
Self-Actualization
Research and
Development
Philosophical
Underpinnings
Program Design and
Evaluation

6. ASSESSMENT METHODS AND REQUIREMENTS
PROBABLY HAVE A GREATER INFLUENCE ON HOW
AND WHAT STUDENTS LEARN THAN ANY OTHER
SINGLE FACTOR.
-BOUD, 1988, PG. 35

7. We assess what is
important.

8. “How do you break it to them? It is
not quite right but its great? How can
you stand in judgement of somebody
else’s creativity?”
Participant quote from Myhill & Wilson (2013)

9. Easy Trumping Importance
Bias against assessment of creativity
Need for content first
Maintains a mystical quality
Subjective
Challenge with defining dimensions

10. CREATIVITY V. INTELLIGENCE V. ACHIEVEMENT

11. Fuzzy
Definition
Fuzzy
Assessment
Unique
Definition
Unique
Assessment

12. 111
121(THYS, SABBE, & DEHERT, 2014)

13. 74
121(THYS, SABBE, & DEHERT, 2014)

14. ENOUGH IS ENOUGH?

15. Traditional Categories
of Educational Assessment
Who? How?
• TEACHERS
• PARENTS
• STUDENTS
• PEERS
• ADMINISTRATORS
• SURVEYS
• STUDENT ASSESSMENTS
(FORMATIVE, SUMMATIVE,
PERFORMANCE)
• OBSERVATIONS
• INTERVIEWS
• FOCUS GROUPS
What?

16. PRODUCTPERSON
PROCESS
PRESS/ENVIRONMENT
Traditional Categories
of Creativity

17. Person

18. Person
Personality Characteristics
Motivational Framework
Perceptions of Creativity
Knowledge/Cognition Levels
OR
ACCORDING TO WHOM?
HOW?

19. Personality Examples...
SRCBSS (Scales for Rating the Behavioral
Characteristics of Superior Students)
Big 5 Inventory: Openness Subscale
Gough Personality Scale (IU webpage)
Creativity Styles Questionnaire-Revised
Kirton-Adaptation Inventory

20. Motivational Framework
Mindset Theory
(Karwowski, 2014)
Applying other
motivational theories?
Self-Determination
Theory
Attribution Theory
Expectancy Value
Theory

21. Perceptions of Creativity
Teaching for Creativity Scales (Rubenstein,
McCoach, & Siegle, 2013)
Motivational
Factors
Environmental
Factors
Student Factors
Self-Efficacy
Task Value
Student
Potential

22. Knowledge/Cognition?

23. Process
Which skills?

25. DIVERGENT THINKING
ELABORATION? FLUENCY? FLEXIBILITY? ORIGINALITY?

26. Process Skills
Fluency
Flexibility
Originality
Elaboration
Application
Risk Taking
Question Asking
Problem Solving
Collaboration/
Communication
Connections
Imagination
Visualization

27. Process Assessments
Summative
Formative
Performance

28. Summative
Torrance Test of Creative Thinking
Guilford’s Measures
Wallach and Kogan
Hypothetical Scenarios from Runco & Dow
Unusual Uses Tests
Future: Collaboration/Critical Thinking Computer
Adapted Tests (Griffin & Care; Greiff &
Wuestenberg)
Future: Dynamic Assessments?

29. Summative: Domain Based
For example: Creativity Test in Mathematics
(Gontijo)

30. Formative?

31. Formative
(LUCAS, CLAXTON, &
SPENCER, 2014)

32. Ideas for Formative
Options
Consider the desired process skill.
Choose a goal.
(Creativity in and of itself is too broad.)
Create assignments that address that.

33. More Ideas for
Formative Options
Cognition Labs (Think Aloud Opportunities)
Formats: Cognitive maps, essays, journals, exit cards

34. Products

35. Product
Individual products
Rubrics
Expert Reviewers
Student
reflections
Collection of products
Portfolio and
rubrics
Reflections
Life Achievement
Lists
Iterative Nature

36. Other Option:
Student Product
Assessment Form
(Renzulli & Reis)

37. Consensual
Assessment Technique
Not theoretically
based, purely expert
based
Subjects create
products.
Raters are experts.
They often rate on a
1-5 scale.
No explanation
needed for ratings.
Use the full scale
across participants.

38. Environment

39. Environment
Levels (Home, Classroom, School,
Culture, Media)
Characteristics of Supportive
Environments
Observation Protocols, Interviews,
and Surveys

40. A Few Existing Scales...
Obstacles to Personal Creativity Inventory (I would be more creative if...; Factors:
inhibition/shyness, lack of time opportunity, social repression, lack of motivation;
Soriano de Alencar)
Climate for Creativity in the Classroom (Factors: students expression of ideas, self-
perception of creativity, student interest in learning, student autonomy, teacher
incentive to students idea production; de Souza Fleith)
Inventory of Teaching Practices (Factors: incentive to new ideas, climate for
expression of ideas, evaluation and teaching methodology, interest for students’
learning; Soriano de Alencar & de Souza Fleith)
Creativity in the Workplace (Factors: Stimulants: physical environment, social climate
among work colleagues, incentive to new ideas, freedom of action, challenging
activities, adequate salaries and benefits, actions by managers and the organization
in support of new ideas, availability of material resources: Barriers: bocking of new
ideas, excessive number of tasks and scarcity of time, resistance to new ideas,
organizational problems; de Fatima Bruno-Faria)

41. Plus One...
Creative Teaching Framework
(Schacter, Thum, & Kifkin, 2006)
19 items
Scaled to address frequency
and quality

44. PRODUCTPERSON
PROCESS
PRESS/ENVIRONMENT
ASSESSING CREATIVITY IS IMPORTANT.

45. Questions?
lmrubenstein@bsu.edu
Thank you.

46. ResourcesBoud, D. 1988 (ed.) Developing student autonomy in learning, second edition, London: Kogan Page
Brookhart, S. M. (2013). Assessing Creativity. Educational Leadership, 70(5), 28-34.
Greiff & Wuestenberg (2014). Assessment of Complex Problem Solving. Paper presented at the Annual Convention for the
American Educational Research Association. Philadelphia, PA.
Griffin, P. E. & Care, E. (2014). Assessment of Collaborative Problem Solving. Paper presented at the Annual Convention
for the American Educational Research Association. Philadelphia, PA.
Karwowski, M. (2014). Creative mindsets: Measurement, correlates, consequences. Psychology Of Aesthetics, Creativity,
And The Arts, 8(1), 62-70. doi:10.1037/a0034898
Kaufman, J. C., Plucker, J. A., & Baer, J. (2008). Essentials of creativity assessment. Hoboken, NJ, US: John Wiley & Sons
Inc.
Lucas, B., Claxton, G., & Spencer, E. (2014). Progression in student creativity in school: First steps towards new forms of
formative assessments. Contemporary Readings In Law & Social Justice, 6(2), 81-121.
Myhill, D., & Wilson, A. (2013). Playing it safe: Teachers’ views of creativity in poetry writing. Thinking Skills And
Creativity, 10101-111. doi:10.1016/j.tsc.2013.07.002
Rubenstein, L. D., McCoach, D. B., & Siegle, D. (2013). Teaching for Creativity Scales: An Instrument to Examine
Teachers’ Perceptions of Factors That Allow for the Teaching of Creativity. Creativity Research Journal, 25(3), 324-334. doi:
10.1080/10400419.2013.813807
Schacter, J., Thum, Y. M., & Zifkin, D. (2006). How Much Does Creative Teaching Enhance Elementary School Students'
Achievement?. Journal Of Creative Behavior, 40(1), 47-72.
Soriano de Alencar, E. L., de Fátima Bruno-Faria, M., & de Souza Fleith, D. (2014). Theory and practice of creativity
measurement. Waco, TX, US: Prufrock Press.