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| Autor/in | Venable, B. |
|---|---|
| Titel | A Philosophical Analysis of Creativity Measurement. |
| Quelle | (1994), (24 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Attitude Measures; Convergent Thinking; Creative Thinking; Creativity; Creativity Tests; Definitions; Divergent Thinking; Educational Philosophy; Elementary Secondary Education; Evaluation Methods; Intelligence; Interest Inventories; Measurement Techniques; Test Construction; Test Use |
| Abstract | Whether the aim has been to understand the nature of creativity or to determine its development, researchers have formulated a number of measures of creativity. A glut of results and conclusions actually hinders an educational understanding of the term creativity. The most widely known tests of creativity incorporate divergent-thinking, as opposed to convergent- thinking, skills. Association tests provide another way to measure creativity, as do attitude and interest scales. Creativity has been regarded as an aspect of personality and has been measured through biographical inventories. Yet another form of measurement is through nomination by teachers, peers, or supervisors. The assessment of products created is another way creativity has been measured. Studies of eminent persons and self-reports are other ways to examine creativity. The variety of approaches reaffirms that no definite conclusion exists about how creativity should be measured, and the relations between creativity and intellect remain unclear. The attempt to label children as creative or as having creative ability is premature, in that there is no general definition of creativity. Research must clarify ambiguities of definition and the role of creativity in education. (Contains 13 references.) (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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