Measuring creative thinking: An activity‐based approach

Kitto, Joanna; Lok, David; Rudowicz, Elizabeth

doi:10.1080/10400419409534509

Cited by 14 publications

(4 citation statements)

References 7 publications

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“…the Department of Applied Social Studies of the City Polytechnic of Hong Kong carried out a study with the objective of determine the concurrent validity between activity-based measures of creative thinking and standard divergent thinking tests (Kitto, Lok, & Rudowicz, 1994). In order to do so, a sample of 30 fifth-grade children was chosen and five creative thinking abilities were measured using the behavioural techniques and the children's scores for fluency, flexibility, and originality were compared with those from the TTCT.…”

Section: Creativity As a Learning Objectivementioning

confidence: 99%

The effects of a cognitive pathway to promote class creative thinking. An experimental study on Italian primary school students

Lucchiari

Sala

Vanutelli

2019

Thinking Skills and Creativity

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The goal of this experimental research was to demonstrate that creative thinking could be trained in primary school children. After asserting the difficulty to determine a unique definition of creativitythe concept fits to several fields and areas of intereststhe capacity to produce numerous ideas and to think divergently was chosen as the framework within creativity as a way of thinking that can be assessed and measured. Even though creativity is challenging to define and consequently to operationalize, tests exist with the purpose to evaluate creativity levels in individuals. Starting from the Test of Child Creativity (TCI) an Italian mental reactive aimed at measuring the potential of creative thinking in individual children, a Group Creativity Assessment (gTCI) was made up with the objective to test 224 children belonging to 10 primary school classes (5 second grades and 5 third grades), achieving creativity scores of groups. The aim was to investigate whether children's attitude to think divergently would improve after participating in a creativity training made up of 10 interactive one-hour long sessions. For that reason, all the sample of children were tested in T0 before the training; afterward 8 out of the 10 classes were weekly trained, before being all 10 classes tested again in T1, 10 weeks after T0. The hypothesis was that the trained classes would have improved in creative thinking, whereas the control groups would have not. It was therefore demonstrated the efficacy of the specific technique to train creative thinking that was conceived, developed and administered to the children.

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Section: Creativity As a Learning Objectivementioning

confidence: 99%

The effects of a cognitive pathway to promote class creative thinking. An experimental study on Italian primary school students

Lucchiari

Sala

Vanutelli

2019

Thinking Skills and Creativity

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“…A specific limitation of the previous research is that most studies used traditional divergent thinking tests (e.g., Torrance Tests of Creative Thinking) or insight problem‐solving tasks to measure creativity. Today, there is consensus among scholars that such instruments are tests of creative potential rather than real‐world creative performance (Cropley, ; Helson, ; Kitto, Lok, & Rudowicz, ) and, therefore, suffer from reduced validity, i.e., tasks do not resemble real‐world creative behavior (Cropley, ).…”

Section: Cross‐cultural Studies On Creative Expressionmentioning

confidence: 99%

Creative Expression and Its Evaluation on Work‐Related Verbal Tasks: A Comparison of Chinese and German Samples

Tang¹,

Werner²,

Cao

et al. 2015

Journal of Creative Behavior

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Two studies comparing Chinese and German samples by using work-related verbal creativity tasks examined the role of culture in creative expression thereby also exploring culture's potential influence on creativity judgements. In Study 1, German participants (N = 60) scored higher than Chinese respondents (N = 60) in a work-related unusual uses test on all objective creativity measures. Study 2 (Chinese: N = 59, German: N = 52) replicated these findings by applying an occupational creative problem-solving task evaluated by using the Consensual Assessment Technique with judges from China as well as Germany. We observed high consensus among judges of each country as well as between the two cultures. Both German and Chinese judges rated the German respondents' outcomes higher on most creativity dimensions (e.g., originality). Overall, German judges provided lower ratings. Our research extends previous intercultural findings solely based on art-based creative performance to the occupational domain and indicates that higher creativity ascriptions toward the performance of Western people cannot be explained by assessments from Western raters.

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“…Untuk menilai sejauh mana kemampuan berpikir kreatif matematis siswa, diperlukan indikator. Indikator dari kemampuan tersebut terdiri atas fluency yang menunjukkan banyaknya respons atau ide yang diberikan untuk menyelesaikan suatu masalah, flexibility yang menunjukkan kemampuan dalam melakukan penyesuaian pengetahuan atau keterampilan yang dimilikinya ke situasi yang baru, originality yang menunjukkan kemampuan dalam memberikan respons atau ide yang dibuat oleh kurang dari 10% dari jumlah siswa yang ada, dan sensitivity yang menunjukkan kemampuan dalam memprediksi konsekuensi yang mungkin ditimbulkan dari pengerjaan soal dan mendeteksi kesalahan (Kitto et al, 1994). Selain itu, ada versi lain terkait indikator dari kemampuan berpikir kreatif tersebut, di mana indikator sensitivity diganti dengan elaboration.…”

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Kemampuan berpikir kreatif matematis dalam penyelesaian soal open-ended jenis PISA berdasarkan level sekolah

Arista

Mahmudi

2020

Pytha Jurnal Pend. Math

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Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kreatif matematis siswa dalam menyelesaikan soal open-ended jenis PISA ditinjau dari level sekolah. Jenis penelitian ini adalah penelitian survei dengan sampel penelitian terdiri dari 10 sekolah SMA di Kabupaten Lampung Timur dengan level sekolah tinggi, sedang, dan rendah berdasarkan akreditasi. Sampel penelitian ditentukan dengan stratified proporsional random sampling. Instrumen yang digunakan berupa tes kemampuan berpikir kreatif jenis soal open-ended PISA yang terdiri atas enam butir soal uraian dan pedoman wawancara. Instrumen tes yang digunakan telah dilakukan validasi isi oleh tiga orang ahli dengan rata-rata hasil validasi berkategori baik. Kami menganalisis data yang terkumpul secara deskriptif berdasarkan indikator dan kategori kemampuan berpikir kreatif matematis. Hasil penelitian menunjukkan bahwa siswa yang dijadikan sampel penelitian memiliki kemampuan berpikir kreatif matematis dengan indikator fluency, flexibility, originality, dan elaboration. Kemampuan berpikir kreatif matematis siswa dalam menyelesaikan soal open-ended jenis PISA mayoritas berada pada kategori cukup baik, baik di sekolah level tinggi, sedang, maupun rendah. Mathematical creative thinking skills in solving open-ended PISA-type problems based on school levelAbstractThis research aimed to describe the ability of students’ mathematical creative thinking in solving open-ended problems of PISA type based on the school level. This is survey research which involved 261 tenth graders from 10 schools with categories of the high, medium, and low school based on their accreditation in the district of Lampung Timur as the sample. We used stratified proportional random sampling to determine the sample. The instruments used in this research consisted of a creative thinking ability test with six constructed response items and interview guidelines. The instrument in the form of a test had been validated by three experts and it was proved to be valid in terms of its content with a good category. We analyzed the collected data descriptively based on the indicators and categories of creative thinking ability. The results show that students who became research samples have creative thinking ability with indicators of fluency, flexibility, originality, and elaboration. The majority of students’ mathematical creative thinking ability in solving open-ended problems of PISA type were in a fairly good category, both in high, medium, and low levels of school.

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Measuring creative thinking: An activity‐based approach

Cited by 14 publications

References 7 publications

The effects of a cognitive pathway to promote class creative thinking. An experimental study on Italian primary school students

The effects of a cognitive pathway to promote class creative thinking. An experimental study on Italian primary school students

Creative Expression and Its Evaluation on Work‐Related Verbal Tasks: A Comparison of Chinese and German Samples

Kemampuan berpikir kreatif matematis dalam penyelesaian soal open-ended jenis PISA berdasarkan level sekolah

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