An Application of Amabile's Consensual Assessment Technique for Rating the Creativity of Children's Musical Compositions

Hickey, Maud

doi:10.2307/3345709

Cited by 133 publications

(140 citation statements)

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“…These evaluations were based on the experts' considerable and highly professional experience conducted within a 'classical conservatoire model' (Kingsbury, 2001). Although there are many positive aspects to this kind of expert consensual assessment evaluation (see Amabile, 1996;Hickey, 2001;Webster & Hickey, 1995), the lack of explicitness and transparency is problematic in the current evaluative education environment. This kind of evaluation also fails to take into account the student's perspective, which can be crucial to learning (Seddon & O'Neill, 2004).…”

Section: P L I C a T I O N S F O R M U S I C E D U C A T I O Nmentioning

confidence: 99%

Modes of communication during jazz improvisation

Seddon¹

2005

Brit. J. Music. Ed.

140

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This study investigated modes of communication adopted by six student jazz musicians during rehearsal and performance. Six one-hour rehearsal sessions and a performance were observed and videotaped for analysis. Results revealed six modes of communication that formed two main categories, verbal and non-verbal, each containing three distinct modes of communication: instruction, cooperation and collaboration. Non-verbal collaborative mode displayed empathetic attunement, which is a vehicle for empathetic creativity. Empathetic creativity is a theoretical concept proposed by the author based on the concept of empathetic intelligence (Arnold, 2003, 2004). Practical applications of empathetic creativity are discussed with reference to music education, focusing on evaluation of individual contribution to group creative performances.

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Section: P L I C a T I O N S F O R M U S I C E D U C A T I O Nmentioning

confidence: 99%

Modes of communication during jazz improvisation

Seddon¹

2005

Brit. J. Music. Ed.

140

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“…First, there is an ongoing debate about the selection of the most appropriate judges and the level of expertise needed to evaluate creative products (Galati, 2015;Hickey, 2001;Kaufman & Baer, 2012;Runco, McCarthy, & Svenson, 1993). It has been shown that the consensus among judges is affected by the expertise of these judges (Amabile, 1982;Christiaans, 2002;Hekkert & Van Wieringen, 1996;Hickey, 2001;Kaufman et al, 2008).…”

Section: Approaches To Measuring Creativitymentioning

confidence: 99%

Approaches to Measuring Creativity: A Systematic Literature Review

Said-Metwaly

Noortgate

Kyndt

2017

Creativity. Theories – Research - Applications

142

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This paper presents a review of the literature on the measurement of creativity. Creativity definitions are discussed as a starting point for understanding the nature of this construct. The four major approaches to measuring creativity (process, person, product and press) are reviewed, pointing out commonly used instruments as well as the advantages and weaknesses of each approach. This review reveals that the measurement of creativity is an unsettled issue, and that the existing instruments purporting to measure creativity suffer from serious conceptual and psychometric shortcomings. Research gaps and suggestions for future research are discussed. INTRODUCTIONCreativity is considered as a precious asset for solving individual, organizational and social problems and achieving sustainable development (Barbot, Besançon, & Lubart, 2015;Lubart, Zenasni, & Barbot, 2013;Zeng, Proctor, & Salvendy, 2011). Accordingly, understanding the nature and determinants of creativity is of great importance to enhance its development. However, although much research has been devoted to such understanding, some controversial issues have not yet been settled.One of the most controversial issues in creativity research is the measurement of this construct (Baer & McKool, 2009; Barbot, Besançon, & Lubart, 2011; Blamiresa & Peterson, 2014;Kaufman, Baer, Cole, & Sexton, 2008;Mouchiroud & Lubart, 2001;Park, Chun, & Lee, 2016;Zeng et al., 2011). The growing body of creativity research has devoted considerable attention to the development of numerous instruments assessing dif- Wim Van den NoortgateUniversity of Leuven, Belgium E-mail address: wim.vandennoortgate@kuleuven.be * This research was supported by a grant from the Government of Egypt Unauthenticated Download Date | 5/11/18 5:43 PM 239 ferent aspects of creativity, ranging from cognitive processes to environmental factors (Kaufman, Lee, Baer, & Lee, 2007;Park et al., 2016).The most prominent characteristic of this body of instruments is their diversity, indicating the complexity of defining and measuring creativity (Hocevar, 1981). In addition, these instruments have limitations, such as measuring trivial aspects of creativity or lacking adequate psychometric properties (Baer & McKool, 2009;Kaufman et al., 2007). Hence, researchers seeking to measure creativity face a number of unsolved issues, including how creativity should be defined, what particular aspects of this construct need to be valued and measured, and what the most appropriate instruments are, for measuring these aspects (Blamiresa & Peterson, 2014;Treffinger, Young, Selby, & Shepardson, 2002). In this regard, this paper aims to shed light on these issues through answering these questions:1. How is creativity defined and described in the literature? 2. What are the approaches to measuring creativity? 3. What are the most commonly used instruments in each approach? 4. What are the advantages and weaknesses of the existing approaches for measuring creativity?We try to answer these questions through systematically reviewin...

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“…Creativity may be difficult to define and characterise, but as demonstrated by CAT, people can recognise and agree on it (Hennessey & Amabile, 1999). CAT has been used in different domains among primary school children, http://dx.doi.org/10.15405/epsbs.2017.12.40 Corresponding Author: Yulia Kovas Selection and peer-review under : 2357-1330 379 such as on musical compositions and drawings (Hickey, 2001;Lubart et al, 2010). CAT has also previously been used to evaluate creativity in children's orally told stories (Hennessey & Amabile, 1988).…”

Section: Written Stories Atmentioning

confidence: 99%

Creative Storytelling In Childhood Is Related To Exam Performance At Age 16

Toivainen

Malanchini

Oliver

et al. 2017

The European Proceedings of Social and Behavioural Sciences

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Creativity is only partly recognised in education. A recent meta-analysis estimated a correlation of r = 0.22 between creativity and educational achievement across many international student samples of all educational levels. In the meta-analysis, creativity was measured with a variety of measures, including divergent thinking and remote association tasks. The differences in the measures influenced the strength of the relationship between creativity and educational achievement. More research is needed to establish reliable measures of creativity, especially in primary school children, whose creativity remains poorly evaluated. The present study measured creativity in written stories in children at age 9 using the Consensual Assessment Technique (CAT). The study employed a longitudinal design, using CAT creativity scores as a predictor of educational achievement at age 16. Each of the stories from 59 children were coded by 6 different judges for 10 dimensions, including creativity. The inter-rater reliabilities between the judges for the 10 dimensions were high (α = .76 -.95). Among the dimensions, a factor analysis revealed two factors: Creative Expressiveness and Logic. The Creative Expressiveness factor explained an additional 7 % of variance in English grades, but not in Maths, beyond intelligence, previous achievement and personality traits associated with creativity. Overall, the study showed that CAT is a robust and reliable measure to detect verbal creativity in childhood. The results also suggest that early creativity predicts later academic achievement, calling for more attention to early creativity assessment and development.

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An Application of Amabile's Consensual Assessment Technique for Rating the Creativity of Children's Musical Compositions

Cited by 133 publications

References 10 publications

Modes of communication during jazz improvisation

Modes of communication during jazz improvisation

Approaches to Measuring Creativity: A Systematic Literature Review

Creative Storytelling In Childhood Is Related To Exam Performance At Age 16

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