Some Data on the Reliability and Validity of Creativity Tests at the Elementary School Level

Wodtke, Kenneth H.

doi:10.1177/001316446402400229

Cited by 24 publications

(13 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The reliability coefkients in this study are similar in size to those reported by Wodtke (1964). He uses more subjects than the present study, which should produce greater reliability, but on the other hand his subjects were younger (Grades 2 to 5 for non-verbal tests, 4 and 5 for verbal), and there was a tendency for increased reliability with higher grades.…”

Section: Reliabilitysupporting

confidence: 84%

“…Guilford (1 961) reports significant correlations between creativity tests and measures of creative activity derived from a biographical inventory in a study of aviation cadets by Zaccaria et al (1956) and Sprecher (1957) found tests of fluency and originality predicted peer and supervisor ratings of creativity of engineers. Other validity studies are reviewed by Ganvood (1961,1964).…”

mentioning

confidence: 99%

See 1 more Smart Citation

The Reliability and Validity of Selected Tests of Creative Thinking in a Sample of Seventh‐grade West Australian Children

Dewing¹

1970

Brit J of Edu Psychol

View full text Add to dashboard Cite

Summary. Four tests from the Minnesota Tests of Creative Thinking (two verbal and two non‐verbal) were administered to 394 Grade 7A children from 10 metropolitan schools in Perth, Western Australia. All tests were scored for fluency (number of responses) and originality (infrequent responses). Data were also collected relating to five measures of creative performance in real‐life situations, within and outside the classroom. Test‐retest reliability for the tests of creative thinking were consistently higher for non‐verbal than verbal tests, and for fluency than originality. A highly significant relationship was found between scores on the tests of creative thinking and the measures of creative performance. It was not assumed that the performance measures would be related to each other (creativity in one sphere does not imply creativity in another) but a moderate amount of generality was, in fact, found. In most cases the average correlations between measures were between 0·150 and 0·350 (N = 394). The teacher and peer ratings of creativity in school were clearly related, as were the two questionnaires concerned with leisure activities. Imaginative writing was related to both in‐school and out‐of‐school measures. The correlation between the total creative thinking score and IQ on the ACER Intermediate Test D was 0·143 (p<·05). Within the high‐creative thinking group (the top 20 per cent on the tests) differences in performance were not related to intelligence. No sex differences were observed with regard to either test scores or creative performance.

show abstract

Section: Reliabilitysupporting

confidence: 84%

mentioning

confidence: 99%

The Reliability and Validity of Selected Tests of Creative Thinking in a Sample of Seventh‐grade West Australian Children

Dewing¹

1970

Brit J of Edu Psychol

View full text Add to dashboard Cite

show abstract

“…However, reported 8 week test-retest reliabilities for fifth and sixth graders ranging from .47 to .71 with a median of .66 for the five Product Improvement scores, .28 to .53 with a median of .46 for the Unusual Uses scores and .51 to .68 with a median of .66 for the Circles Test. Wodtke (1964) reports test-retest reliabilities for grades two through five for the five total scores for both the verbal and non-verbal batteries. These ranged from .23 to .64 with a median r of .46 for the non-verbal battery and .35 to .79, with a median r of .60 for the verbal battery.…”

Section: Circlesmentioning

confidence: 99%

DIVERGENT THINKING AND INTELLIGENCE: ANOTHER LOOK AT A CONTROVERSIAL QUESTION¹

Madaus

1967

J Educational Measurement

View full text Add to dashboard Cite

“…Many of the products of this rapid proliferation have resembled weeds and have been aptly criticized by various psychometric gardeners. One of the central and well deserved areas of criticism is the tendency to reify ' creativity ' as an entity independent of intelligence and aptitudes closely related to intelligence (Cureton, 1964 ;Thorndike, 1963 ;Wodtke, 1964). It is quite clear that although the problem of separating creativity and intelligence has been raised frequently (Barron, 1963 ;Getzels and Jackson, 1962 ;Guilford, 1950 ;McNemar, 1964 ;Mednick and Mednick, 1965 ;Torrance, 1959 ;Wdlach and Kogan, 1964 ;Yamamoto, , 1966, no adequate resolution has yet occurred.…”

mentioning

confidence: 99%

“…The persistence of the problem is in part due to the wide variety of creativity measures, often poorly validated and with low or unknown reliabilities, and in part to the conceptual confusion and variety subsumed under the rubric ' creativity ' (cf. Cureton, 1964 ;Ginsburg, 1964 ;Wodtke, 1964). Moreover, as McNemar (1 964) has pointed out, the current fad among most creativity investigators is either to discount the role of intelligence or to assume that i t is not importantly involved in their performance measures of creativity.…”

mentioning

confidence: 99%

Creativity and Verbal Ability: A Direct Examination of Their Relationship

Ginsburg

Whittemore

1968

Brit J of Edu Psychol

View full text Add to dashboard Cite

SUMMARY. The ' creativity ' as an entity independent of intelligence and aptitudes closely related to intelligence (Cureton, 1964 ;Thorndike, 1963 ;Wodtke, 1964). It is quite clear that although the problem of separating creativity and intelligence has been raised frequently (Barron, 1963 ;Getzels and Jackson, 1962 ; Guilford, 1950 ;McNemar, 1964 ;Mednick and Mednick, 1965 ;Torrance, 1959 ; Wdlach and Kogan, 1964 ; Yamamoto, , 1966, no adequate resolution has yet occurred. The persistence of the problem is in part due to the wide variety of creativity measures, often poorly validated and with low or unknown reliabilities, and in part to the conceptual confusion and variety subsumed under the rubric ' creativity ' (cf. Cureton, 1964 ;Ginsburg, 1964 ;Wodtke, 1964). Moreover, as McNemar (1 964) has pointed out, the current fad among most creativity investigators is either to discount the role of intelligence or to assume that i t is not importantly involved in their performance measures of creativity.McNemar argued that there should be a triangular scatter diagram between ' I honest to goodness criterion measures . . . of creativity " and IQ, where having " a high IQ is not a guarantee of being creative ;having alowIQ meanscreativity is impossible " (1964, p. 879). The purpose of this paper is to report a direct application of McNemar's challenge and to discuss the ramifications of the results.11,-METHOD. McNemar, 1964 ;Form I of Mednick's (1962) Remote Associates Test (RAT) was selected as our measure of ' creative potential ' (a more accurate term than ' creativity,' for reasons mentioned below), and ACT-Verbal scores were used as a measure of scholastic atptitude. Both tests were administered to 292 entering freshmen a t the University of Nevada (Reno) in September, 1965, as part of the entrance examination program. The ACT-Verbal scores are assumed t o reflect verbal IQ, which was of direct interest in this study because of the verbal nature of the RAT. This assumption appears justified both by the strong, positive relationship between ACT and IQ scores and by the similar results obtained when ACER Verbal IQ and RAT scores were correlated in another population. I33

show abstract

Some Data on the Reliability and Validity of Creativity Tests at the Elementary School Level

Cited by 24 publications

References 3 publications

The Reliability and Validity of Selected Tests of Creative Thinking in a Sample of Seventh‐grade West Australian Children

The Reliability and Validity of Selected Tests of Creative Thinking in a Sample of Seventh‐grade West Australian Children

DIVERGENT THINKING AND INTELLIGENCE: ANOTHER LOOK AT A CONTROVERSIAL QUESTION¹

Creativity and Verbal Ability: A Direct Examination of Their Relationship

Contact Info

Product

Resources

About

Some Data on the Reliability and Validity of Creativity Tests at the Elementary School Level

Cited by 24 publications

References 3 publications

The Reliability and Validity of Selected Tests of Creative Thinking in a Sample of Seventh‐grade West Australian Children

The Reliability and Validity of Selected Tests of Creative Thinking in a Sample of Seventh‐grade West Australian Children

DIVERGENT THINKING AND INTELLIGENCE: ANOTHER LOOK AT A CONTROVERSIAL QUESTION1

Creativity and Verbal Ability: A Direct Examination of Their Relationship

Contact Info

Product

Resources

About

DIVERGENT THINKING AND INTELLIGENCE: ANOTHER LOOK AT A CONTROVERSIAL QUESTION¹