Quality and Applicability: Two Necessary Requirements in Instruments That Measure Creative Potential, for Use in the Classroom

Abstract

Creativity is a growing demand in today's world. Education for creativity takes hierarchy, as well as the search for ways to evaluate its promotion. This paper presents partial results of a research project aimed at the study of the promotion of creative qualities in science education. The CREA test was used as an instrument to evaluate the creativity of students. The results allow us to propose limitations of this test as a tool for a global measure of creativity. The conventional analysis could measure one of the creative qualities: fluidity. The assessment of other creative qualities could benefit from a modified analysis. Some modifications like test time, could improve the measure of flexibility and elaboration. The applicability of the CREA test may not be accompanied by quality to the extent of creative potential.

Age-Related Changes and Reorganization of Creativity and Intelligence Indices in Schoolchildren and University Students

“…The factors causing variability in the relationships between academic performance and creativity and/or intelligence might include such psychological characteristics of the subjects as degree of executive control and self-regulation of behavior, which are required both in the experimental tasks and the education process ( Ishmuratova et al 2021 ; Morosanova et al 2015 ; Nesayan et al 2019 ; Shilshtein and Margalit 2019 ). On the other hand, the variability can be attributed to the particulars of the experimental methodology, e.g., if there is a time limit, whether the tasks are of verbal or figurative type, if the instructions ask the subjects to provide the most appropriate answer or as many answers as possible ( Cropley 1993 ; Giménez et al 2019 ; Hattie 1977 ; Kaufman and Sternberg 2021 ).…”