Creative abilities: Divergent thinking

Acar, Selçuk; Runco, Mark A.

doi:10.1016/b978-0-323-91840-4.00005-0

Cited by 4 publications

(1 citation statement)

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“…These tests are often referred to as divergent thinking (DT) tasks because they require participants to generate responses that diverge from one another and from a typical everyday response (Guilford, 1959). There are different kinds of these instruments in the literature (see Acar & Runco, 2023, for a review) and are often scored for fluency (number of responses), originality (unusualness, cleverness, and remoteness of responses), and flexibility (variety of responses; Guilford, 1966).…”

Section: Measuring Originalitymentioning

confidence: 99%

Measuring original thinking in elementary school: Development and validation of a computational psychometric approach.

Acar,

Dumas,

Organisciak

et al. 2024

Journal of Educational Psychology

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Creativity is highly valued in both education and the workforce, but assessing and developing creativity can be difficult without psychometrically robust and affordable tools. The open-ended nature of creativity assessments has made them difficult to score, expensive, often imprecise, and therefore impractical for school-or district-wide use. To address this challenge, we developed and validated the Measure of Original Thinking for Elementary School (MOTES) in five phases, including the development of the item pool and test instructions, expert validation, cognitive pilots, and validation of the automated scoring and latent test structure. MOTES consists of three game-like computerized activities (uses, examples, and sentences subscales), with eight items in each for a total of 24 items. Using large language modeling techniques, MOTES is scored for originality by our open-access artificial intelligence platform with a high level of agreement with independent subjective human ratings across all three subscales at the response level (rs = .79, .91, and .85 for uses, examples, and sentences, respectively). Confirmatory factor analyses showed a good fit with three factors corresponding to each game, subsumed under a higher-order originality factor. Internal consistency reliability was strong for both the subscales (H = 0.82, 0.85, and 0.88 for uses, examples, and sentences, respectively) and the higher-order originality factor (H = 0.89). MOTES scores showed moderate positive correlations with external creative performance indicators as well as academic achievement. The implications of these findings are discussed in relation to the challenges of assessing creativity in schools and research. Educational Impact and Implications StatementThis study introduces Measure of Original Thinking for Elementary School (MOTES), a validated assessment tool consisting of three game-like computerized activities, to address the challenge of assessing and nurturing creativity in education. By employing large language modeling methods, MOTES demonstrates remarkable correlations with human ratings, representing a significant leap forward in computational psychometrics for creativity assessment. The automated scoring methods employed by MOTES overcome cost-ineffectiveness and lack of affordability issues associated with traditional creativity tests, offering a reliable and affordable means of measuring original thinking in the verbal domain. These scores can be utilized alongside other indicators of school learning and academic achievement, highlighting the potential for creativity assessment to play a pivotal role in schoolbased programming and development efforts.

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Section: Measuring Originalitymentioning

confidence: 99%