The American Idol Effect: Are Students Good Judges of Their Creativity across Domains?

Abstract

Students are often asked to judge their own creativity. There is some evidence that such judgments correlate modestly with other self-report data and some divergent thinking test measures. Only limited work, however, has been done comparing self-reported creativity with actual creative performance. Because levels of self-reported creativity might vary across domainswhich would allow greater likelihood of accuracy of such reports-we examined self-reports of creativity in four domains and compared these with expert ratings of subjects' work in those domains (as judged using the Consensual Assessment Technique). Subjects were 78 fourth-grade students. The students did not predict uniform levels of creativity for themselves across domains (all self-assessments correlated across domains less than .30). However, these predictions did not match expert ratings of the students' creative products in each domain. These results challenge the validity of self-assessments of creativity among students of this age, even when the students are given the opportunity to give themselves different creativity ratings in different domains.

Approaches to Measuring Creativity: A Systematic Literature Review

“…He also suggested that if the participants were older than undergraduate students, the contribution of these specific Said-Metwaly, S., Kyndt, E., den Noortgate, W. V. Approaches to Measuring Creativity: ... factors might increase. Likewise, Kaufman et al (2010) found that the correlations between students' self-reported creativity in four domains (science, maths, writing and art) were low (less than .30) and non-significant in most cases. Based on these results, researchers should be cautious in using self-report measures of creativity, especially when they do not reflect domain-relevant aspects of creativity.…”

“…Priest (2006) revealed that the self-ratings of undergraduate students' of their musical compositions were significantly different from experts' ratings of these compositions. Similarly, Kaufman et al (2010) asked fourth-grade students to rate their own creativity in four domains (science, maths, writing and art). The correlations between self-rated creativity and experts' ratings of students' work in these domains were non-significant and ranged from -.22 to .07. examined the relationship between selfperceptions of creativity, creative personality, creative self-efficacy and creative problem solving (participants' solutions to problems were evaluated by three trained raters).…”

“…writing articles, poems, stories or songs, participating in political campaigns, inventing devices, or winning prizes or grants) (see, for example, Hocevar, 1980;Holland & Nichols, 1964;Torrance, 1969). Subjects' responses on such self-report measures might over-report creativity (Baer, 2011(Baer, , 2016 or subjects may lack insight into their own creative accomplishments (Kaufman, Evans, & Baer, 2010). Moreover, these measures only consider the quantitative component of creative accomplishment.…”

The Predictive Level of Emotional Intelligence for the Domain-specific Creativity: A Study on Gifted Students

“…Öz değerlendirme yöntemi doğası gereği yanıtların itinasız doldurulması (Silvia, Wigert, Reiter -Palmon ve Kaufman, 2012) veya ölçme aracından alınan yüksek/ düşük puanların öğretmen dönütlerine paralel (Beghetto, 2006) olması gibi sorunları barındırmaktadır. Ancak, bu yöntem, katılımcıların yaratıcı düşünme beceri düzeylerine ilişkin bilgi olmadığı durumlarda çok fazla bilgi verici bir uygulamadır (Kaufman, Evans ve Baer, 2010). Çalışmada tercih edilen veri toplama aracından kaynaklanabilecek sınırlılıkların önüne geçilebilmesi için; değerlendirme aracının tamamlaması için öğrencilere yeterince zaman ayrılması, sonuçların bireysel açıklanması ve rekabet ortamının ortadan kaldırılması ve uç değerlerin analize dahil edilmemesi gibi bir takım önlemler uygulanmıştır.…”

Why Creativity Isn’t in IQ Tests, Why it Matters, and Why it Won’t Change Anytime Soon Probably

“…However, the Consensual Assessment Technique has been used in many others domains, from taking photographs [88] to music compositions [89] to deriving mathematical equations [90] to dramatic performance [91] to answering science questions [92] to cooking [93] to everyday problem-solving [94]. In addition, ratings of different creative products within the same domain tend to be consistent by person [80,95].…”