Can we measure children's creativity?
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Can we measure children's creativity? Manuela Romo Universidad Autónoma de Madrid
Transcript of Can we measure children's creativity?
Can we measure children's creativity?
Manuela Romo
Universidad Autónoma de Madrid
EVALUATION OF CREATIVITY
We can and we should assess creativity.
Examples of Guilford's battery:uses for a brickWhat would happen if suddenly the whole world turned blind?
CLASSICAL MEASURE OF CREATIVITY: THE TESTS OF DIVERGENT THINKING
Limitations of divergent thinking testsLack of construct validity: They are based on trivial tasks that reinforce rare or bizarre answersLack of predictive valueContextual nature of creativity
Alternatives to these tests:evaluate productsevaluate processesevaluate the situation
Assessment of children's creativity
Beyond the divergent thinkingThe model of problem finding and the measure of children's creativity : the " T.C.I. "
Conceptual framework" The formulation of a problem is frequently more essential than its solution, that can be only a matter of mathematical or experimental skill. Ask new questions, new possibilities, see old problems from a new angle, requires creative imagination and marks a real advance in science” (Einstein, A. 1938).
Problems finding and creativity: fromWertheimer to Artificial IntelligenceThe model of “problem finding”
(Getzels y Csikszentmihalyi : The creative vision: A longitudinal study of problem finding in art. 1976)
Assessment of children's creativity
Assessment of children's creativity
Significance of a figurative test of discovery of problems to evaluate children's creativity
To evaluate processes that reflect the nature of the creative thinkingTo use as validation criterion judgments of expert judges.
EL TCI
El T.C.I: Test de Creatividad InfantilM. Romo, V. Alfonso, M.J. Sanchez-Ruiz (2008)
VARIABLES OF THE PHASE OF THE MODEL
ORIGINALITY ATYPICAL MANIPULATION
Example of atypical manipulation
VARIABLES OF THE PHASE OF DRAWING
CHANGE OF MATERIAL INTERACTION
Example of interaction Example of not interaction
VARIABLES OF THE PHASE OF DRAWING
VERBAL ELEMENTS
Example of verbal elements
VARIABLES OF THE PHASE OF DRAWING
separation from the model
Example of separation (Model above, draving below)
VARIABLES OF THE PHASE OF DRAWING
separation from the model
Example of not separation (Model above, driving below)
EMPIRICAL STUDY
ParticipantsParticipants in the study were a total of 1488 people, 829 boys and 659 girlsof all courses in Primary Education from different schools in Madrid and Valencia.
VALIDATION OF THE TEST: RELIABILITY AND VALIDITY
The statistical analysis regarding the reliability and validity data gave satisfactory results so that the test is internally consistent on different scales.The criterion for validity was the method of judges through consensual assessment technique. The test also meets the standards of validity.
Why measure creativity?
To identify children with skills that are not detected in the classic tests of skills or in the academic qualifications.To identify potential gaps to stimulate creativity appropriately in different contexts
