A Comparison of Expert and Nonexpert Raters Using the Consensual Assessment Technique

Kaufman, James C.; Baer, John; Cole, Jason C.; Sexton, Janel D.

doi:10.1080/10400410802059929

Cited by 285 publications

(226 citation statements)

References 31 publications

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“…Raters did not meet or talk about their ratings with one another or with the experimenters. This format is consistent with the Consensual Assessment Technique as developed by Amabile (1982Amabile ( , 1996 and refined by others (Baer, 1993(Baer, , 1998Baer et al, 2004;Kaufman, Baer, Cole, & Sexton, 2008;Kaufman, Lee, Baer, & Lee, 2007).…”

Section: Ratersmentioning

confidence: 84%

The American Idol Effect: Are Students Good Judges of Their Creativity across Domains?

Kaufman

Evans

Baer

2010

Empirical Studies of the Arts

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Students are often asked to judge their own creativity. There is some evidence that such judgments correlate modestly with other self-report data and some divergent thinking test measures. Only limited work, however, has been done comparing self-reported creativity with actual creative performance. Because levels of self-reported creativity might vary across domainswhich would allow greater likelihood of accuracy of such reports-we examined self-reports of creativity in four domains and compared these with expert ratings of subjects' work in those domains (as judged using the Consensual Assessment Technique). Subjects were 78 fourth-grade students. The students did not predict uniform levels of creativity for themselves across domains (all self-assessments correlated across domains less than .30). However, these predictions did not match expert ratings of the students' creative products in each domain. These results challenge the validity of self-assessments of creativity among students of this age, even when the students are given the opportunity to give themselves different creativity ratings in different domains.

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Section: Ratersmentioning

confidence: 84%

The American Idol Effect: Are Students Good Judges of Their Creativity across Domains?

Kaufman

Evans

Baer

2010

Empirical Studies of the Arts

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“…The outcome scales used to measure creativity include fluency, flexibility, originality, elaboration, and attitude. This finding is probably because the majority of studies utilized TTCT (Torrance Test of Creative Thinking) or divergent-thinking tests, which are the most popular paper-and-pencil creativity assessments (Kaufman, Plucker, & Baer, 2008).…”

Section: Resultsmentioning

confidence: 99%

A Review of the Effectiveness of Creative Training on Adult Learners

Tsai¹

2013

jsss

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A demand for fostering creativity has become a universal discourse across different nations, reflecting globalization of economic activity. Teachers play a key role in promoting creative thinking through appropriate approaches in the classroom. Because a number of studies indicate that most creativity research focuses on children rather on adults, the purpose of this meta-analytic study is to investigate the effects of creativity training on adults. It is hoped that by providing evidence-based findings, adult educators could consider fostering creativity in adult classrooms. The results confirm the findings of previous meta-analysis indicating that creativity training is effective on adults. The magnitude of this finding indicates creativity training is promising for increasing adults' creative thinking.

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“…Such experts tend to agree at strikingly high rates, even if they represent different areas of expertise [81,82] or a different amount of expertise [83,84]. Only pure novices do not show agreement with experts [85,86].…”

Section: Creativity and Iq Tests: Possibilities Realities And Ironiesmentioning

confidence: 99%

Why Creativity Isn’t in IQ Tests, Why it Matters, and Why it Won’t Change Anytime Soon Probably

Kaufman

2015

J. Intell.

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Abstract:Creativity is a part of most theories of intelligence-sometimes a small part and sometimes a large part. Yet even IQ tests that assess aspects of intelligence that supposedly reflect creative abilities do not actually measure creativity. Recent work has argued that intelligence and creativity are more conceptually related than we have thought. In addition, creativity offers a potential way to counter issues of test bias from several different angles. That said, inherent difficulties in measuring creativity and inherent sluggishness in the test industry mean the odds are small that creativity will find its way into IQ tests as currently defined. However, there remain other potential possibilities in related fields.

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A Comparison of Expert and Nonexpert Raters Using the Consensual Assessment Technique

Cited by 285 publications

References 31 publications

The American Idol Effect: Are Students Good Judges of Their Creativity across Domains?

The American Idol Effect: Are Students Good Judges of Their Creativity across Domains?

A Review of the Effectiveness of Creative Training on Adult Learners

Why Creativity Isn’t in IQ Tests, Why it Matters, and Why it Won’t Change Anytime Soon Probably

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