Is Originality in the Eye of the Beholder? Comparison of Scoring Techniques in the Assessment of Divergent Thinking

Jonathan A. Plucker · Meihua Qian · Shujuan Wang

129 citations0/0 files storedThe Journal of Creative Behavior

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Creativity in Education and Neuroscience Psychometric Methodologies and Testing Design Education and Practice

Abstract

ABSTRACT Divergent thinking (DT) tests are among the most popular techniques for measuring creativity. However, the validity evidence for DT tests, as applied in educational settings, is inconsistent partly due to different scoring methods. This study explored the reliability and validity issues of various techniques for administering and scoring two DT tests. Results show distinct differences among several methods for scoring these DT tests and suggest that the percentage scoring method (i.e., dividing originality scores by fluency scores) may be the most appropriate scoring strategy. The potential impact on educational research and practice is discussed in detail.

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References

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2019Testing conditions and creative performance: Meta-analyses of the impact of time limits and instructions.2021The Relationship between Intelligence and Divergent Thinking—A Meta-Analytic Update 2019Assessment of Creativity 2017Semantic distance: An automated measure of creativity that is novel and appropriate.2015Measuring creative imagery abilities

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