Guilford, 1961 Creativity is independent from IQ Divergent thinking Piirto, 1992 Creativity is the fundamental concept of giftedness construct Cropley, 1993 Creativity is a separate category/style of giftedness

Comparison Chart on following slide:

A High Achiever...A Gifted Learner...A Creative Thinker... Remembers the answers.Poses unforeseen questions.Sees exceptions. Is interested.Is curious.Wonders. Is attentive.Is selectively mentally engaged.Daydreams; may seem off task. Generates advanced ideas.Generates complex, abstract ideas. Overflows with ideas, many of which will never be developed. Works hard to achieve.Knows without working hard.Plays with ideas and concepts. Answer the questions in detail.Ponders with depth and multiple perspectives.Injects new possibilities. Performs at the top of the group.Is beyond the group.Is in own group. Responds with interest and opinions. Exhibits feelings and opinions from multiple perspectives. Shares bizarre, sometimes conflicting opinions. Learns with ease.Already knows.Questions: What if... Needs 6 to 8 repetitions to master.Needs 1 to 3 repetitions to master.Questions the need for mastery. Comprehends at a high level.Comprehends in-depth, complex ideas. Overflows with ideas--many of which will never be developed. Enjoys the company of age peers.Prefers the company of intellectual peers. Prefers the company of creative peers but often works alone. Completes assignments on time.Initiates projects and extensions of assignments.Initiates more projects that will ever be completed. Is accurate and complete.Is original and continually developing. Enjoys school often.Enjoys self-directed learning.Enjoys creating. Gets A's.May not be motivated by grades.

AssessmentAuthor - DateInformation About Assessment The Instances Test Uses Test Wallach and Kogan, 1965Untimed, game-like listing of uses or descriptions of everyday objects Structure of the Intellect (SOI)Guilford, components of divergent thinking Four content areas: Figural, symbolic, semantic, behavioral Six types of product: Units, classes, relations, systems, transformations, implications One example is sketch test – draw as many objects as possible using a basic figure Torrance Tests of Creative Thinking (TTCT) Torrance, 1974, 2008 Most widely used Longest running, continually published Two forms: A/B Two sections:  Figural (picture construction, picture completion, lines and circles)  Verbal section (Ask and Guess, Asking, Guessing Causes, Guessing Consequences, Product improvement, Unusual uses, unusual questions, just suppose) Profile of Creative AbilitiesRyser, 2007Similar to Torrance, but uses real-world divergent thinking items

AssessmentAuthor - DateInformation About Assessment Consensual Assessment Technique CAT Baer, 1994 Amabile A type of assessment where a participant produces some type of creative product which is judged by a panel of experts in the field. Does not have standardized scores Used less in schools Creativity Checkllist Proctor and Burnett 2004 A Gifted Rating Scale A checklist for creative behaviors or characteristics No norms, only valid for comparisons Creative Behavior InventoryHocevar, 1981Self-reporting checklist of activities and attainments Creative Achievement Questionnaire CAQCarson, Peterson, Higgins, 2005 Self-reporting checklist 96 items across nine domains within the arts or the sciences Abedi-Schummacher Creativity Test CT Abedi, 2002 Auzmendi, Villa, Abedi, 1996 Unique because it has a Spanish – language version Runco Ideation Behavior Scale RIBSRunco, Plucker, Lim, Self-reporting checklist Example: I come up with a lot of ideas or solutions to problems.