Rasch-Master’s Partial Credit Model in the Assessment of Children’s Creativity in Drawings

Abstract

Abstract. The purpose of the present study was to use the Partial Credit Model to study the factors of the Test of Creativity in Children and identify which characteristics of the creative person would be more effective to differentiate subjects according to their ability level. A sample of 1426 students from first to eighth grades answered the instrument. The Partial Credits model was used to estimate the ability of the subjects and item difficulties on a common scale for each of the four factors, indicating which items required a higher level of creativity to be scored and will differentiate the more creative individuals. The results demonstrated that the greater part of the characteristics showed good fit indices, with values between 0.80 and 1.30 both infit and outfit, indicating a response pattern consistent with the model. The characteristics of Unusual Perspective, Expression of Emotion and Originality have been identified as better predictors of creative performance because requires greater ability level (usually above two standard deviation). These results may be used in the future development of an instrument's reduced form or simplification of the current correction model.

Divergent productions of metaphors: Combining many-facet Rasch measurement and cognitive psychology in the assessment of creativity.

“…This analysis found that the observed 4-point scale ranged from a low of -2.34 to a high of 2.34 (4.68 logits) on a latent metric identifying meaningful points of the latent trait. Construct maps of creativity tests (Nakano & Primi, 2014) have demonstrated, as expected, that highly creative responses are rare. Consistent with this finding, the construct map of the MCT shows that people whose majority of metaphors exhibits remote associations (score > 2) are uncommon.…”

Uso del Modelo de Crédito Parcial de Rasch y Masters en la Evaluación de Competencias Matemáticas

“…Las principales contribuciones a la evaluación del aprendizaje de la aplicación de la Teoría de respuestas al Ítem (TRI) se refieren a la posibilidad de su uso para medir el nivel de habilidad que tiene una persona con relación a cada elemento o característica de la competencia que se desea medir (Nakano y Primi, 2014). La TRI, además, permite analizar de manera detallada la estructura interna de los ítems que se utilizan para evaluar un área de competencia (como es el caso de las matemáticas), indicando cuáles de ellos exigen una menor o mayor capacidad por parte del estudiante.…”

What Do We Know About the Development of Creativity in South America?

“…Nakano and Primi () performed a factor analysis of this test in a sample of students from grades 1–8 ( n = 1,253) and found a four‐factor solution: enrichment of ideas, emotion, cognitive aspects, and creative preparation. They later used a Partial Credit Model to rank the difficulty of the 12 characteristics of creativity assessed by this test in a sample of 1,426 grade 1–8 students (Nakano & Primi, ). In their proposed hierarchy of difficulty, they found that unusual perspective, expression of emotion and originality required greater ability.…”