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Journal articles on the topic 'Creativity tests'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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1

Valois, Philippe, Jacques Forget, and Carolanne Ponton. "Literature Review of Francophone Psychometric Tests of Creativity: Guiding School Psychologists." Canadian Journal of School Psychology 35, no. 1 (2019): 57–82. http://dx.doi.org/10.1177/0829573519853672.

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Creativity is viewed as a trait of essential use in many contexts. The need for creative people in different domains implies that school should develop and evaluate creativity in their curriculum. Runco identified more than 80 creativity tests in English. No equivalent compendium exists for creativity tests in French. Thus, francophone students are not well deserved by the current state of creativity’s testing. The first objective of this article is to identify existing French tests of creativity with children and adolescent subjects that were identified in different databases using a systemat

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2

WAKEFIELD, JOHN F. "The Outlook for Creativity Tests*." Journal of Creative Behavior 25, no. 3 (1991): 184–93. http://dx.doi.org/10.1002/j.2162-6057.1991.tb01369.x.

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Maksic, Slavica, and Mirosava Djurisic-Bojanovic. "Measurement of children's creativity by tests." Zbornik Instituta za pedagoska istrazivanja, no. 35 (2003): 45–62. http://dx.doi.org/10.2298/zipi0335045m.

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After over a 50-year permanent development of tests designed to measure creativity and the results they produced, a question is raised if creativity can be measured by tests at all. A special problem are procedures for measuring creative potential in younger children because children, unlike adults, do not possess creative products that are a single reliable evidence of creativity in the real world. The paper considers test reliability and validity in measuring creativity as well as the dilemma: how much justifiable it is to measure children's creativity by tests if it is not clear what they m

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Fairweather, Elizabeth C., Bonnie Cramond, and Rebecca Nordin Landis. "Are creativity tests susceptible to coaching?" Asia Pacific Education Review 16, no. 2 (2015): 177–82. http://dx.doi.org/10.1007/s12564-015-9365-x.

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Simpson, Alyson. "Standardized tests and the threat to creativity." Book 2.0 2, no. 1 (2012): 17–22. http://dx.doi.org/10.1386/btwo.2.1-2.17_7.

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Sherrill, Claudine. "Fostering Creativity in Handicapped Children." Adapted Physical Activity Quarterly 3, no. 3 (1986): 236–49. http://dx.doi.org/10.1123/apaq.3.3.236.

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The purpose of this paper is to increase awareness of creativity as a goal of adapted physical education, to describe assessment techniques, and to suggest instructional approaches for developing creativity in the movement setting. Creative behaviors that can be developed in handicapped children and youth include fluency, flexibility, originality, elaboration, risk-taking, courage, curiosity, and imagination. Research on creativity and handicapped children is identified and cited. Assessment instruments reviewed are Torrance Tests of Creative Thinking, Wyrick Test of Motor Creativity, Torrance

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Huang, Chin-Fei, and Kuan-Chih Wang. "Comparative Analysis of Different Creativity Tests for the Prediction of Students’ Scientific Creativity." Creativity Research Journal 31, no. 4 (2019): 443–47. http://dx.doi.org/10.1080/10400419.2019.1684116.

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Suyidno, Suyidno, Mohamad Nur, Leny Yuanita, Binar Kurnia Prahani, and Budi Jatmiko. "EFFECTIVENESS OF CREATIVE RESPONSIBILITY BASED TEACHING (CRBT) MODEL ON BASIC PHYSICS LEARNING TO INCREASE STUDENT’S SCIENTIFIC CREATIVITY AND RESPONSIBILITY." Journal of Baltic Science Education 17, no. 1 (2018): 136–51. http://dx.doi.org/10.33225/jbse/18.17.136.

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The Creative Responsibility Based Teaching (CRBT) model is an innovative physics-teaching model designed to enhance students’ scientific creativity and responsibility. Therefore, this research aims to analyze the effectiveness of CRBT model to improve scientific creativity and first year students’ responsibility on Basic Physics learning in academic year 2016/2017. This research used one group pre-test and post-test design on 144 students divided into 4 groups at University of Lambung Mangkurat, South Kalimantan (Indonesia). The data collection methods were conducted by using: scientific creat

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Petrova, Svetlana, and Elena Shcheblanova. "Creativity Assessment of Primary School Children by the Tests, Teachers’ Ratings, and Self-estimates." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 7 (2017): 08–12. http://dx.doi.org/10.18844/prosoc.v4i3.2623.

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Development of the child’s creativity is recognized as one of the main objectives in education. Our study aimed to investigate the relations of the objective and subjective indicators of creativity with intellectual and personal variables in 240 primary school children (aged 7-8 and 9-10). We used Teachers' Checklist of children’s abilities; The Torrance Test of Creative Thinking; Group Inventory for Finding Talent; Cognitive Abilities Tests; school achievement. The results show positive correlation between the teachers' ratings of intelligence and creativity in both ages, but not between the

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Mikhailiuk, Alina. "DIAGNOSIS OF CREATIVE THINKING IN MIDDLE SCHOOL STUDENTS AND ITS ASSISTANCE IN THE PROCESS OF PERFORMING CREATIVE ACTIVITIES." Globus 7, no. 5(62) (2021): 38–45. http://dx.doi.org/10.52013/2658-5197-62-5-9.

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It is often claimed that it is impossible to teach a person to think creatively, but this is not at all the case. Both children and adults can become true “creatives”; the main thing is to achieve a certain level of skill in the ability to act and think creatively. Today, there are many tests, games, exercises that allow you to develop creativity, and this is easier for children than for adults. Is it possible to identify a «gifted child»? This article presents an approximate version of testing and analyzing ready-made data on diagnosing the level of creativity of a child.

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Cropley, Arthur J. "Defining and measuring creativity:Are creativity tests worth using?" Roeper Review 23, no. 2 (2000): 72–79. http://dx.doi.org/10.1080/02783190009554069.

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Singh, B. "The development of tests to measure mathematical creativity." International Journal of Mathematical Education in Science and Technology 18, no. 2 (1987): 181–86. http://dx.doi.org/10.1080/0020739870180203.

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Kim, Kyung Hee. "Can Only Intelligent People Be Creative? A Meta-Analysis." Journal of Secondary Gifted Education 16, no. 2-3 (2005): 57–66. http://dx.doi.org/10.4219/jsge-2005-473.

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Some research has shown that creativity test scores are independent from IQ scores, whereas other research has shown a relationship between the two. To clarify the cumulative evidence in this field, a quantitative review of the relationship between creativity test scores and IQ scores was conducted. Moderating influences of IQ tests, IQ score levels, creativity tests, creativity subscales, creativity test types, gender, age, and below and above the threshold (IQ 120) were examined. Four hundred forty-seven correlation coefficients from 21 studies and 45,880 participants were retrieved. The mea

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Cropley, Arthur J. "Recognizing creative potential: An evaluation of the usefulness of creativity tests." Australian Educational and Developmental Psychologist 10, no. 2 (1993): 1–15. http://dx.doi.org/10.1017/s0816512200026821.

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AbstractThe single almost universally recognized aspect of creativity is novelty, often understood as novelty of products. However, determining which novel products are “truly” creative is difficult, because of the influence of practical and aesthetic/professional criteria. From a psychological point of view, it is more productive to study personal properties associated with creativity on the one hand and psychological processes which lead to the production of novelty on the other, especially with school children, since few of them produce widely acclaimed creative products. For this reason, c

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Sternberg, Robert J. "Yes, Creativity Can Predict Academic Success!" Creativity. Theories – Research - Applications 5, no. 2 (2018): 142–45. http://dx.doi.org/10.1515/ctra-2018-0010.

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AbstractTests of creativity can meaningfully predict academic and other outcomes in schooling, over and above the prediction provided by standardized tests. However, for such prediction to occur, the tests must measure creativity in a meaningful way and success in school must in some way be linked to creative performance. We should change our tests and schooling to require the creativity that is so important for a world in which rapid change is the norm rather than the exception.

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Poddaná, Jana. "Vztah preferovaných volnočasových aktivit a tvořivosti u českých adolescentů." E-psychologie 14, no. 3 (2020): 1–16. http://dx.doi.org/10.29364/epsy.375.

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The theme of the study is to analyze the relationship between leisure activities and creativity in the population of Czech adolescents aged 13-15 years. Prague respondents (N = 398, eighth grade pupils and first-year students of a six-year grammar school) completed two tests of creativity. The first one former was the Torrance Test of Incomplete Figures examining nonverbal creativity, the latter was the original Monkey test examining verbal creativity by writing a short story about a picture. The results of the verbal and nonverbal test of creativity were confronted with the leisure time activ

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Peter Berrar, Daniel, and Alfons Schuster. "Computing machinery and creativity: lessons learned from the Turing test." Kybernetes 43, no. 1 (2014): 82–91. http://dx.doi.org/10.1108/k-08-2013-0175.

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Purpose – The purpose of this paper is to investigate the relevance and the appropriateness of Turing-style tests for computational creativity. Design/methodology/approach – The Turing test is both a milestone and a stumbling block in artificial intelligence (AI). For more than half a century, the “grand goal of passing the test” has taught the authors many lessons. Here, the authors analyze the relevance of these lessons for computational creativity. Findings – Like the burgeoning AI, computational creativity concerns itself with fundamental questions such as “Can machines be creative?” It is

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18

Schuldberg, David. "Eysenck Personality Questionnaire Scales and Paper-And-Pencil Tests Related to Creativity." Psychological Reports 97, no. 1 (2005): 180–82. http://dx.doi.org/10.2466/pr0.97.1.180-182.

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Pearson correlations for scores on scales of the 1975 version of the Eysenck Personality Questionnaire with measures of schizotypy, hypomania, and creative traits are reported for 625 undergraduates. The Psychoticism scores are correlated .30 with Hypomanic traits, .25 with Perceptual Aberration, and .20 with the How Do You Think, a test of attitudes and activities related to creativity. Extraversion is also related to creativity-relevant scores. Results support a broad and nonspecific role for the Psychoticism scale in relation to both creativity and subclinical symptomatology.

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Dollinger, Stephen J. "“Standardized minds” or individuality? Admissions tests and creativity revisited." Psychology of Aesthetics, Creativity, and the Arts 5, no. 4 (2011): 329–41. http://dx.doi.org/10.1037/a0023659.

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LISSITZ, ROBERT W., and JOSEPH L. WILLHOFT. "A METHODOLOGICAL STUDY OF THE TORRANCE TESTS OF CREATIVITY." Journal of Educational Measurement 22, no. 1 (1985): 1–11. http://dx.doi.org/10.1111/j.1745-3984.1985.tb01044.x.

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BRENNAN, MARY A. "Dance Creativity Tests and the Structure-of-Intellect Model." Journal of Creative Behavior 19, no. 3 (1985): 185–90. http://dx.doi.org/10.1002/j.2162-6057.1985.tb00657.x.

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Kim, Kyung Hee. "The Torrance Tests of Creative Thinking - Figural or Verbal: Which One Should We Use?" Creativity. Theories – Research - Applications 4, no. 2 (2017): 302–21. http://dx.doi.org/10.1515/ctra-2017-0015.

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Abstract Kim’s CATs framework (2016) identified creative climates (C), attitudes (A) and thinking (T) skills for innovation. Creativity can be measured by testing and non-testing methods. Testing methods include creativity tests for climate, attitude and thinking skills. Among the creativity tests available, two versions of the Torrance Tests of Creative Thinking - Figural and Verbal (TTCT-F and V) are most commonly used. I examined the relationships between the two versions as well as their reliability across gender. From preschool children to adults, 994 participants’ scores on the two versi

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Gardner, Howard. "Commentary: Getting at the Heart of the Creative Experience." LEARNing Landscapes 6, no. 1 (2012): 45–54. http://dx.doi.org/10.36510/learnland.v6i1.574.

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In this interview, developmental psychologist, professor, and author Howard Gardner describes his early interest in creativity and explains why he wanted to study creativity from a different perspective than what had been done in the past. He shares why studying creativity through the biographies of creative people provides more insight than using creativity tests that may be as limited as IQ tests. The creative leaders he studied in his book Creating Minds proved to have an unusual blend of intelligences—not just those intelligences obviously related to their field. He explains that creativit

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Ramdani, Zulmi, Bagus Hary Prakoso, Silmi Amrullah, Lidwina Felisima Tae, and Feri Indra Irawan. "Pengujian Level Kreativitas Pada Siswa Berdasarkan Skala Kekuatan dan Kebajikan Karakter dan Tes Kreativitas Verbal." Jurnal Ilmu Perilaku 2, no. 2 (2019): 107. http://dx.doi.org/10.25077/jip.2.2.107-117.2018.

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Creativity is an important aspect in building a good culture of education. Good creativity is shown by the learning outcomes that not only focus on improving cognitive abilities but also on the process of solving a problem either by using divergent or convergent thinking skills. This study was carried out with descriptive quantitative. The study was conducted using two instruments, namely the creativity character scale consisting of 10 items and a set of Verbal Creativity Tests (TKV) consisting of six subtests. The total subjects involved in this study were 470 students who were divided into g

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Davis, John M. "Supporting creativity, inclusion and collaborative multi-professional learning." Improving Schools 16, no. 1 (2013): 5–20. http://dx.doi.org/10.1177/1365480213480260.

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This article connects arguments in the field of integrated and multi-professional working concerning the need to promote a strengths-based approach to children, childhood and children’s services with writing about creativity in schooling. It utilizes strength-based and social justice approaches to encourage professionals who work with children and families to recognize the diversity of childhood and support children and families to collaboratively, creatively and flexibly develop solutions to their own life issues and their learning. It questions the extent to which schools are ready to be pla

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Siew, Nyet Moi, Chin Lu Chong, and Kim On Chin. "DEVELOPING A SCIENTIFIC CREATIVITY TEST FOR FIFTH GRADERS." Problems of Education in the 21st Century 62, no. 1 (2014): 109–23. http://dx.doi.org/10.33225/pec/14.62.109.

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Testing creativity in general has been well researched, but little has been reported on the development of instruments to test scientific creativity among primary school students. This study describes the development and validation of scientific creativity test for primary school fifth graders. A Scientific Creativity Structure Model (SCSM) was used to guide the development of test items through three dimensions called trait, process and product. Torrance Tests of Creative Thinking (TCTT) were used to evaluate test item answers. Two equivalent, parallel scientific creativity tests were develop

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Soriano de Alencar, Eunice M. L. "University Students' Evaluation of Their Own Level of Creativity and Their Teachers' and Colleagues' Level of Creativity." Gifted Education International 11, no. 3 (1996): 128–30. http://dx.doi.org/10.1177/026142949601100303.

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This study investigated university students' evaluation of their own level of creativity, their teachers' level and their colleagues' level of creativity, as well as the relationship between results in creative thinking measures and in the evaluation of their own level of creativity by the university students. Four hundred and twenty eight Brazilian university students were asked to rate their level of creativity, their university teachers' and colleagues' level of creativity in a seven point scale, after completing the Torrance Tests of Creative Thinking (Verbal form A). Students judged thems

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Mahkamovna, Rizaeva Munisaxon. "Challenges Of Creativity And Competence Of Children In Early Childhood Education." American Journal of Social Science and Education Innovations 02, no. 10 (2020): 205–12. http://dx.doi.org/10.37547/tajssei/volume02issue10-34.

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Early childhood education institutions focus on preschools, kindergartens, and practical schools that educate young children. A preschool education program has been developed to provide a rich learning experience for children in preschools and to promote healthy growth. Creativity is the foundation of a preschool curriculum and can be defined as a way of creating original things. Preschool teachers need to provide children with materials to stimulate their imagination, provide opportunities to imagine and explain their ideas, value children’s individuality, and encourage their different perspe

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Bechtereva, N. P., and Zh V. Nagornova. "Changes in EEG coherence during tests for nonverbal (Figurative) creativity." Human Physiology 33, no. 5 (2007): 515–23. http://dx.doi.org/10.1134/s0362119707050015.

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Tegano, Deborah W., James D. Moran, and Lisa J. Godwin. "Cross-validation of two creativity tests designed for preschool children." Early Childhood Research Quarterly 1, no. 4 (1986): 387–96. http://dx.doi.org/10.1016/0885-2006(86)90015-3.

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Kravtsov, O. G. "Creativity in Context of Deviant Behavior." Psychological-Educational Studies 11, no. 1 (2019): 85–92. http://dx.doi.org/10.17759/psyedu.2019110107.

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In this article author discussing the problem of creativity in context of studying of deviant behavior. The author shows the results of several research of criminal that are underage and normal teenagers creativity abilities. The results of this research appears to be paradoxical, pointing non-linear structure of creativity abilities. By the other words it could be not definitely assert, that low result by creativity tests means low creativity abilities of the respondents with deviant behavior. That is, adolescents with deviant behavior, doing poorly with creativity tests, show very high creat

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Lubart, Todd, and Xavier Caroff. "Has Creativity Research Become a Trivial Pursuit?" Creativity. Theories – Research - Applications 2, no. 1 (2015): 44–48. http://dx.doi.org/10.1515/ctra-2015-0006.

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AbstractBased on Glăveanu’s target article, issues raised about the psychometric approach to creativity research are examined. Criticisms of divergent thinking tests, such as the unusual uses of an object test, are examined. Arguments supporting the theoretical and practical utility of divergent thinking tests are presented. It is furthermore suggested that tests are best conceived and used in contextualized ways. The example of measures of divergent thinking which were designed for managers is presented. Finally, the psychometric approach encompasses many aspects of creativity beyond divergen

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Lau, Sing, and Ping Chung Cheung. "Creativity assessment: Comparability of the electronic and paper-and-pencil versions of the Wallach–Kogan Creativity Tests." Thinking Skills and Creativity 5, no. 3 (2010): 101–7. http://dx.doi.org/10.1016/j.tsc.2010.09.004.

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Kim, Kyung Hee. "Can We Trust Creativity Tests? A Review of the Torrance Tests of Creative Thinking (TTCT)." Creativity Research Journal 18, no. 1 (2006): 3–14. http://dx.doi.org/10.1207/s15326934crj1801_2.

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Wood, James M., David Sebba, and George Domino. "Do Creative People Have More Bizarre Dreams? A Reconsideration." Imagination, Cognition and Personality 9, no. 1 (1989): 3–16. http://dx.doi.org/10.2190/qren-put3-p6nf-pa5j.

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An attempt was made to replicate earlier studies which have found a relation between waking creativity and dream bizarreness. Two-week dream diaries were collected from 126 undergraduates and the dreams scored for bizarreness using Auld's Primary Process Scale and Kluger's Everydayness Scale. Subjects were also administered four commonly used tests of creativity as well as a test of vocabulary knowledge. Dream bizarreness was found to correlate significantly with scores on some but not all the tests of creativity. However, bizarreness correlated most highly with subjects' level of vocabulary k

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Lakapu, Dyen Erni, and Neni Mariana. "Elementary School Student Creativity in Solving Geometry Contextual Problems based on Adversity Quotient." IndoMath: Indonesia Mathematics Education 3, no. 2 (2020): 110. http://dx.doi.org/10.30738/indomath.v3i2.7833.

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Creativity is an ability that is needed in solving a problem. A person's creativity in solving problems can be assessed using three components namely fluency, flexibility, and novelty. Someone in solving problems can be influenced by the adversity quotient they have. There are three categories of adversity quotient namely quitter, camper, and climber. This type of research is a qualitative research method descriptive. This study aims to describe the creativity of elementary school students in solving contextual geometry problems based on adversity quotient. The subjects in this study were thre

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Bašić, Aleksandra, Ružica Zdravković Parezanović, Anja Gajić, Bojana Arsić, and Dragana Maćešić Petrović. "CREATIVITY IN TEACHING MATH TO STUDENTS WITH INTELLECTUAL DISABILITIES." International Journal for Innovation Education and Research 9, no. 6 (2021): 400–405. http://dx.doi.org/10.31686/ijier.vol9.iss6.3198.

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Developing creativity and thinking outside the box is key in modern education. When students are able to combine ideas, techniques, approaches that enable them to solve problems in different ways we can assert that they were taught creativity in their mathematical instructions. Most tests for evaluation of mathematical creativity measure the flexibility, fluency, and originality of student responses. Creativity tends to be hindered in the case of students with mild intellectual disabilities. Studies on the application of creativity in the teaching of mathematics to students with intellectual d

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Furnham, Adrian, Jane Zhang, and Tomas Chamorro-Premuzic. "The Relationship between Psychometric and Self-Estimated Intelligence, Creativity, Personality and Academic Achievement." Imagination, Cognition and Personality 25, no. 2 (2005): 119–45. http://dx.doi.org/10.2190/530v-3m9u-7uq8-fmbg.

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This longitudinal study aimed to explore the nature of the relationships between personality Big Five as measured by the (NEO PI-R), psychometric and self-estimated intelligence (Ravens, Wonderlic and Baddeley Tests) and creativity (Barron Welsh Test). A model was developed which proposed that both self-estimated intelligence (SEI) and creativity (SEC) as well as the Big Five personality traits, predicted both psychometric intelligence and creativity which in turn predicted academic performance. Results showed that Openness was significantly correlated with, and predicted, fluid intelligence (

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Zhou, Jing, and Yanjie Su. "A Missing Piece of the Puzzle: The Organizational Context in Cultural Patterns of Creativity." Management and Organization Review 6, no. 3 (2010): 391–413. http://dx.doi.org/10.1111/j.1740-8784.2010.00192.x.

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In this article, we first review cross-cultural research, especially that concerning similarities and differences between East Asian and Western cultures, on creativity using laboratory tasks and tests. On the basis of this review, we then propose some directions for future cross-cultural research on creativity in the workplace. We emphasize the need to theorize why cultural differences make a difference in creativity and directly investigate, rather than assume, effects of contextual factors on creativity. In this regard, two literatures on creativity – cross-cultural studies using laboratory

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Krumm, Gabriela, and Viviana Lemos. "Artistic activities and creativity in argentinian school-age children." International Journal of Psychological Research 5, no. 2 (2012): 40–48. http://dx.doi.org/10.21500/20112084.735.

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This work intended to assess whether performing artistic activities influence Creativity. To this end, 301 children aged 8-14 years were assessed. Creativity was studied from a multicomponent assessment, by means of diverse techniques (i.e., sociograms, tests and scales) and different informants (i.e., peers, parents and the child himself/herself). The results consistently indicated that children who perform artistic activities obtained higher scores in Creativity assessed by: the creation of drawings (figural test of the Torrance Tests of Creative Thinking), parental assessment and the child’

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Lubis, Fitri Agustina. "PENINGKATAN KREATIFITAS DAN KOMPETENSI BELAJAR SISWA MENGGUNAKAN PEND,EKATAN KONTEKSTUAL PADA MATERI PELAJARAN EKOSISTEM DI SMA NEGERI 1 ANGKOLA BARAT." PeTeKa 1, no. 2 (2018): 94. http://dx.doi.org/10.31604/ptk.v1i2.94-106.

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The Process of Improving the Creativity and Competence of Student Learning Using a Contextual Approach to the Material Class Ecosystem X1 SMA Negeri 1 Angkola Barat”. Thesis. Graduate Program of Padang State University. This research is based on the problem of low creativity and competence of students in learning biology. From the daily tests, creativity and competence of students are still learning under (KKM) minimum criteria of a passing grade. Data were obtained from qualitative and quantitative data. Qualitative data were collected through observation, field notes, and interviews. Quantit

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Joy, Stephen P., and Kimberly Breed. "Innovation Motivation, Divergent Thinking, and Creative Story Writing: Convergence and Divergence across the Torrance Tests and Tat." Imagination, Cognition and Personality 32, no. 2 (2012): 179–95. http://dx.doi.org/10.2190/ic.32.2.f.

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Undergraduates ( N = 64) completed innovation motivation inventories measuring the need to be different and innovation expectancy, took the Torrance Tests of Creative Thinking—Verbal (TTCT-V), and wrote stories in response to eight Thematic Apperception Test (TAT) cards. The TAT stories were rated for creativity by four judges, who achieved a high level of reliability. TTCT-V standard scores correlated significantly with both the need to be different and innovation expectancy. The judged creativity of the TAT stories also correlated significantly with the need to be different. Moderate to stro

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Beem, Heather R., and Gwyndaf Jones. "Harnessing Creativity for Design: Tests in an Introduction to Engineering Class." Procedia Engineering 159 (2016): 322–25. http://dx.doi.org/10.1016/j.proeng.2016.08.188.

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Nagornova, Zh V. "Changes in the EEG power during tests for nonverbal (figurative) creativity." Human Physiology 33, no. 3 (2007): 277–84. http://dx.doi.org/10.1134/s0362119707030036.

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Anggraeni, Sri Wulan, Aang Solahudin Anwar, and Sri Rahayu. "The Relationship Between Creativity And Dancing Ability." International Journal of Theory and Application in Elementary and Secondary School Education 2, no. 1 (2020): 29–38. http://dx.doi.org/10.31098/ijtaese.v2i1.163.

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The problem in this research is the low ability of students to dance. This can be seen from the teacher has not stimulated students in dancing and the lack of student creativity in creating dance movements. This research aims to test the significance of the relationship of creativity with the ability to dance in students' elementary school. This research is a correlational study using a quantitative approach. Data collection techniques through creative tests and dance skills test. Analytical techniques using prerequisite analysis tests include normality testing, linearity test, and hypothesis

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Baer, John, and Sharon S. McKool. "The Gold Standard for Assessing Creativity." International Journal of Quality Assurance in Engineering and Technology Education 3, no. 1 (2014): 81–93. http://dx.doi.org/10.4018/ijqaete.2014010104.

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The most widely used creativity assessments are divergent thinking tests, but these and other popular creativity measures have been shown to have little validity. The Consensual Assessment Technique is a powerful tool used by creativity researchers in which panels of expert judges are asked to rate the creativity of creative products such as stories, collages, poems, and other artifacts. The Consensual Assessment Technique is based on the idea that the best measure of the creativity of a work of art, a theory, a research proposal, or any other artifact is the combined assessment of experts in

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Kiehn, Mark T. "Development of Music Creativity among Elementary School Students." Journal of Research in Music Education 51, no. 4 (2003): 278–88. http://dx.doi.org/10.2307/3345655.

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The purpose of this study was to compare the music improvisational creativity of students in Grades 2, 4, and 6. Randomly selected participants ( N = 89) were given two measures of creativity, the Vaughan Test of Musical Creativity and the Torrance Tests of Creative Thinking (figural form). Two independent judges scored responses on the Vaughan test to determine music improvisational creativity. A significant grade-level difference emerged for music creativity scores, with Grade 2 students scoring significantly lower than Grade 4 and 6 students. Results of the study may indicate a music creati

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Rofiqoh, Iriani Faizah, Subiki Subiki, and Aris Singgih Budiarso. "IDENTIFIKASI KEMAMPUAN BERPIKIR KREATIF SISWA DENGAN METODE MIND MAPPING PADA PEMBELAJARAN FISIKA POKOK BAHASAN OPTIK DI SMA." JURNAL PEMBELAJARAN FISIKA 9, no. 4 (2020): 139. http://dx.doi.org/10.19184/jpf.v9i4.18359.

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Learning is a series of learning processes carried out by students to develop a student's knowledge, skill, and attitude. creativity is also required in the learning process. Creative thinking is the ability to solve problems in creating a success. one of the lessons that stressed creativity is the study of physic. Innovative learning can be done by selecting the methods of mind mapping presented in pitures and words. the mind mapping is the most effective and efficient way to input, store, and extract data from the brain. The study aims to identify student's creativite thinking ability by usi

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Aranguren, María. "Influence of previous knowledge in Torrance tests of creative thinking." International Journal of Psychological Research 8, no. 2 (2015): 76–90. http://dx.doi.org/10.21500/20112084.1511.

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The aim of this work is to analyze the influence of study field, expertise and recreational activities participation in Torrance Tests of Creative Thinking (TTCT, 1974) performance. Several hypotheses were postulated to explore the possible effects of previous knowledge in TTCT verbal and TTCT figural university students’ outcomes. Participants in this study included 418 students from five study fields: Psychology; Philosophy and Literature, Music; Engineering; and Journalism and Advertising (Communication Sciences). Results found in this research seem to indicate that there in none influence

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Budi, Samuel, Handi Darmawan, and Marhadi Saputro. "Analysis of Mathematic Communication Ability to be Reviewed From Student Learning Creativity In Statistical Materials." Daya Matematis: Jurnal Inovasi Pendidikan Matematika 8, no. 1 (2020): 105. http://dx.doi.org/10.26858/jds.v8i1.13325.

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This study aims to determine the extent of mathematical communication skills of students who have high learning creativity in statistics material in Class VIII of SMP Negeri 01 Putussibau, which are categorized in high, medium, and low learning creativity. The problem in this study is "how the analysis of mathematical communication skills in terms of student learning creativity in statistics material in Class VIII SMP Negeri 01 Putussibau", where the specific problems include: How is the mathematical communication skills of students who have high, medium, and creative learning creativity low i

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