Reconsidering creativity measurement
Final Report Abstract
Creativity is regarded as a key component for children, adolescents, and adults. Nonetheless, research on creativity and creativity development is rare, which in part might be due to ongoing challenges in measuring creativity. As a result, creativity is not a very common construct to in empirical studies within Educational Research, Educational Psychology or Developmental Psychology. Attempts to better understand and to assess creativity whilst considering its complex structure are not new. Still, only initial attempts exist that aim at generating data, which fulfill standard quality criteria. The intention of the project is to replicate a French study, which proposed modifications in the scoring system of a well-established creativity test. Test sheets from a completed German project were re-analyzed to evaluate the proposed modifications. The outcome serves to improve creativity measurement by contributing to modifications on an established creativity test. Based on such studies, we learn more about how to constitute creativity tests. Long- as well as mid-term objective is to provide data that suffice requirements of data quality, which could make it more likely for creativity to be considered in empirical studies.
