Divergent Thinking and Evaluation Skills: Do They Always Go Together?

Abstract

The aim of the present study was to explore the hypothesized relationship between divergent thinking (DT) and two types of evaluation: interpersonal (judgments about others' ideas) and intrapersonal (judgments about one's own ideas). Divergent thinking and evaluation skills were measured by means of a GenEva (Generation and Evaluation) task. There were two conditions of the task: intrapersonal and interpersonal, and two aspects of a given idea were assessed: originality and uniqueness. The main results suggest that (1) overall DT skill is positively related to intrapersonal evaluation of uniqueness; (2) the originality component of DT skill is negatively related to intrapersonal evaluation of uniqueness; (3) overall DT is negatively related to intrapersonal evaluation of originality; (4) underestimation of idea uniqueness is more salient in interpersonal evaluation, particularly in case of those with high DT skill. The results are discussed in terms of author's and observer's perspectives of judgment.

Subjective scoring of divergent thinking: Examining the reliability of unusual uses, instances, and consequences tasks

“…Not surprisingly, research shows that people's top-two judgments covary strongly with the raters' judgments: people seem capable of discerning their better ideas from their worse ideas (Silvia, 2008b). But some people's top-two judgments covaried more strongly than others' judgments did, consistent with the notion that creative evaluation is a skill that varies between people (Grohman et al, 2006 andSternberg, 2006). Interestingly, we have consistently found that top-two scoring yields higher effect sizes than average scoring (Silvia et al, 2008, Study 2;) and snapshot scoring, a simple holistic scoring method ).…”

Assessing creativity with divergent thinking tasks: Exploring the reliability and validity of new subjective scoring methods.

“…To assess the remoteness of association component of creativity, people generated responses to a consequences task; the responses were scored on a 1-3 -remoteness‖ scale (Christensen et al, 1957). Since Guilford, many researchers have used subjective ratings of responses to divergent thinking tasks, such as scoring each response on a 1-5 scale (Harrington, 1975) or a 1-7 scale (Grohman, Wodniecka, & K#usak, 2006), scoring responses as high or low in quality (Harrington, Block, & Block, 1983), and scoring the full set of responses on a 1-7 scale (Mouchiroud & Lubart, 2001). …”

Assessment of Creativity in K‐12 Education: A Scoping Review

“…The self and external raters’ assessments were significantly related, providing evidence that these children were modestly aware of their creativity even though they tended to underestimate it. Grohman et al () found different results with older students. They compared the ability of 100 Polish 15‐ to 17‐year‐olds to assess their own and their peers’ creative ideas for originality and uniqueness in standardised tasks against the assessment of external experts.…”