Methodological Issues in Measuring Creativity: A Systematic Literature Review

Said-Metwaly, Sameh; Noortgate, Wim Van den; Kyndt, Eva

doi:10.1515/ctra-2017-0014

Cited by 51 publications

(37 citation statements)

References 140 publications

(199 reference statements)

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“…Even “gold standard” measures (e.g., Torrance’s, 2008, TTCT) still suffer from a number of task-design and psychometric shortcomings, which challenge notably the developmental study of CI (Barbot et al, 2016c). Psychometric limitations of classic DT tasks are amply documented (Plucker, 1999; Runco, 2010; Barbot et al, 2011; Zeng et al, 2011; Said-Metwaly et al, 2017). Shortcomings of their task-design framework are far less discussed and briefly outlined here.…”

Section: What Diverged In Divergent Thinking Tasks?mentioning

confidence: 99%

“…The divergent production can then be characterized qualitatively (e.g., uncommonness , flexibility ). Hence, fluency is inherently confounded in summative quality scores (Forthmann et al, 2018b), with fluency-originality inter-correlations often exceeding the 0.80 range (Said-Metwaly et al, 2017). Solutions to overcome this lack of discriminant validity include (1) ignoring response quality (e.g., Batey et al, 2009; Lubart et al, 2011), (2) partialling-out the effect of fluency on quality scores (statistically or by averaging the level of uncommonness across all responses), or (3) relying on subjective ratings of responses’ quality (Harrington, 1975; Silvia et al, 2009).…”

Section: What Diverged In Divergent Thinking Tasks?mentioning

confidence: 99%

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The Dynamics of Creative Ideation: Introducing a New Assessment Paradigm

2018

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Despite six decades of creative cognition research, measures of creative ideation have heavily relied on divergent thinking tasks, which still suffer from conceptual, design, and psychometric shortcomings. These shortcomings have greatly impeded the accurate study of creative ideation, its dynamics, development, and integration as part of a comprehensive psychological assessment. After a brief overview of the historical and current anchoring of creative ideation measurement, overlooked challenges in its most common operationalization (i.e., divergent thinking tasks framework) are discussed. They include (1) the reliance on a single stimulus as a starting point of the creative ideation process (stimulus-dependency), (2) the analysis of response quality based on a varying number of observations across test-takers (fluency-dependency), and (3) the production of “static” cumulative performance indicators. Inspired from an emerging line of work from the field of cognitive neuroscience of creativity, this paper introduces a new assessment framework referred to as “Multi-Trial Creative Ideation” (MTCI). This framework shifts the current measurement paradigm by (1) offering a variety of stimuli presented in a well-defined set of ideation “trials,” (2) reinterprets the concept of ideational fluency using a time-analysis of idea generation, and (3) captures individual dynamics in the ideation process (e.g., modeling the effort-time required to reach a response of maximal uncommonness) while controlling for stimulus-specific sources of variation. Advantages of the MTCI framework over the classic divergent thinking paradigm are discussed in light of current directions in the field of creativity research.

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Section: What Diverged In Divergent Thinking Tasks?mentioning

confidence: 99%

Section: What Diverged In Divergent Thinking Tasks?mentioning

confidence: 99%

The Dynamics of Creative Ideation: Introducing a New Assessment Paradigm

2018

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“…Although the initial findings from this area appear promising, future work in this area would benefit from using larger cohorts and comparing the magic-based interventions to other techniques commonly employed to boost creativity. This work could also examine the impact of magic-based interventions on more general measures of creativity, such as the Alternative Uses Task, Remote Associates Test and Torrance Tests of Creative Thinking (Said-Metwaly, Kyndt & Van den Noortgate, 2017).…”

Section: Enhancing Creativity In Product Designmentioning

confidence: 99%

Conjuring cognition: a review of educational magic-based interventions

Wiseman

Watt

2020

PeerJ

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For hundreds of years, magic tricks have been employed within a variety of pedagogic contexts, including promoting science and mathematics, delivering educational messaging, enhancing scepticism about the paranormal, and boosting creative thinking for product design. This review examines this diverse body of work, focusing on studies that have assessed the impact of such interventions. Although the studies tended to yield positive outcomes, much of the work suffered from methodological shortcomings, including measuring the impact of interventions over a relatively short period of time, focusing on self-report measures and failing to employ control groups. The paper makes several recommendations for future study in the area, including assessing the longer-term impact of magic-based interventions, comparing these interventions to other types of pedagogic techniques, focussing on knowledge retention and behavioural outcomes, and collaborating with magicians to develop more impactful interventions.

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“…In recent years, creativity has been recognized as a necessary skill for the 21st century (Said-Metwaly et al., 2017) that can be nurtured and that needs to be embedded in the curriculum from an early age (Beghetto, 2010; Vygotsky, 2004). Multiple studies have highlighted that creative experience within classroom activities not only can promote academic achievements but also can encourage innovative thinking, motivate students and increase their engagement in learning (Anthony & Frazier, 2009; Davies et al., 2013).…”

Section: Creativitymentioning

confidence: 99%

The Associations Between Computational Thinking and Creativity: The Role of Personal Characteristics

Israel‐Fishelson

Hershkovitz

Eguíluz

et al. 2020

Journal of Educational Computing Research

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Computational Thinking (CT) and creativity are considered two vital skills for the 21st century that should be incorporated into future curricula around the world. We studied the relationship between these two constructs while focusing on learners’ personal characteristics. Two types of creativity were examined: creative thinking and computational creativity. The research was conducted among 174 middle school students from Spain. Data collected using a standardized creativity test (Torrance's TTCT) were triangulated with data drawn from students' log files that documented their activity in a game-based learning environment for CT (Kodetu). We found some interesting associations between CT and the two constructs of creativity. These associations shed light on positive associations between each of the two creativity constructs and CT acquisition, as well as between the two creativity constructs themselves. Additionally, we highlight differences between boys and girls, as girls were found to be more creative on both creativity measures. Other differences associated with school affiliation, prior coding knowledge, and technology affinity are also discussed.

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Methodological Issues in Measuring Creativity: A Systematic Literature Review

Cited by 51 publications

References 140 publications

The Dynamics of Creative Ideation: Introducing a New Assessment Paradigm

The Dynamics of Creative Ideation: Introducing a New Assessment Paradigm

Conjuring cognition: a review of educational magic-based interventions

The Associations Between Computational Thinking and Creativity: The Role of Personal Characteristics

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