Design creativity, technical execution and aesthetic appeal: a CAT with caveats (Part 2)

A scattered CAT: A critical evaluation of the consensual assessment technique for creativity research.

“…Furthermore, “judges should be closely familiar with works in the domain, at least at the level of those being produced by the subjects” (Amabile, 1996, p. 73), while Kaufman, Plucker, and Baer (2008) suggest that “judges should have a level of expertise that is clearly higher than the presumed level of expertise of the subjects creating the artifacts” (p. 74). For example, collage tasks have been rated by artists (Amabile, 1982), poetry by poets (Kaufman, Baer, et al, 2008), music composition by music teachers (Byrne, MacDonald, & Carlton, 2003), and graphic designs by professional graphic designers (Jeffries, Zamenopoulos, & Green, 2017).…”

“…Within the CAT literature, some researchers have created instructions that directly ask judges to discount technical execution from their creativity rating (Baer, 1993). Some other researchers ask judges to rate creativity alongside technical execution, aesthetic appeal (e.g., Christiaans & Venselaar, 2005; Valgeirsdottir et al, 2015), or other factors; some only do this the first time they undertake a new CAT task (e.g., Hennessey, 1994; Kaufman, Baer, et al, 2008), while some do not distinguish between these and only measure one “creativity” factor (see Jeffries et al, 2017, for review). Therefore, more work is warranted to better understand when creativity should or should not be clearly separated from other factors.…”

“…Kaufman, Evans, and Baer (2010) used a 5-point scale to assess the visual, mathematical, verbal, and scientific creativity of schoolchildren. Kaufman, Baer, et al (2008) and Jeffries et al (2017) each used 6-point scales, though they asked participants to categorize items into three categories (low, medium, high creativity) first. Daly et al (2016) used a 7-point scale.…”

Research on the cultivation of sustainable development ability of higher vocational students by creative thinking teaching method

“…The expert consensus scale adopts the creativity power scale in the field of art revised by Amabile in 1983 (Amabile, 1983 ). In the research of consensus scale, the raters are generally divided into three categories: college teachers, high school or primary school teachers, and professionals (Lai, 2006 ; Kousoulas, 2010 ; Shih, 2013 ; Amabile et al, 2018 ; Jeffries et al, 2018 ). In this study, experts are divided into the above three categories, including 2 teachers from colleges and universities, 2 teachers from high schools, and 2 experts from the industry.…”

Forwarding fashion: developing an app to contemporize fashion design assessment and feedback in higher education

“…Many studies involving the CAT technique have been reviewed. The findings indicate that creativity as an attribute can be distinguished separately from other attributes of design work such as technical aspects (Jeffries, Zamenopoulos, & Green, 2018), which is important to understand when designing the app assessment features or rubric criterion for app templates. Also important in the findings of CAT reviews is that experienced domain experts will most often assess creativity similarly based on their own individual notions of creativity, without being given criterion for creativity itself (Baer & McKool, 2009).…”