Bart et al (2015, p.17) argues that it is important to measure creativity using tests in the twenty first century because 'creativity is highly valued in modern technological society and should be developed in as many individuals as possible'. Academic tests are available that people can take, such as the Torrance test. Below the picture shows an example of the Torrance test, and an example of both more and less creative answer that the individual may take.
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| Source: http://www.nature.com/scientificamericanmind/journal/v16/n1/box/scientificamericanmind0405-16_BX2.html |
However, Newton and Newton (2014, p.583) question the results of the Torrance test to creativity, 'their relevance in the classroom is not always clear'. This suggests that if the Torrance test is taken by students in class to test their creative ability, the results are not taken any further, and it is unclear how they assist the teacher or even the pupils themselves. Despite this, Torrance (1995, p.320) states that 'you must measure the subjects' creativity in regular, short-term intervals', which suggests, as the individual that devised the Torrance test, that it needs to be taken regularly by individuals. Therefore, here are debates between academics as to how the test is useful, although on the other hand, it is recommended for the test to be taken regularly by individuals.
Despite the points stated above, there are various tests available claiming to test an individual's creativity. In the session about testing creativity, we looked at the different types of creativity tests that have been created, but focused upon the Torrance test. We completed some activities to test our own creativity. I thought that this would be quite a simple, straightforward task to complete. However, it was more difficult than initially thought. One of the tasks completed can be seen below in the picture, the instructions that we were provided with was to complete each diagram (below, left). I found it more difficult than initially thought, and thought too much about what the result would be. The other picture (below, right) is my completed drawing. The first picture is a vase with flowers, and the second is a rocket.
Source (left picture): https://adobe99u.files.wordpress.com/2012/04/1278620722846.jpg
My results seem to be in the less creative column, when considering the picture above providing examples of the Torrance Test (picture one). Although my results show a less creative result, this type of test for a child would possibly show some interesting results, as they may be more imaginative and do not have to think through it too much.
In conclusion, it is debated whether creativity can be tested or not, as the definitions of creativity vary between academics and individuals. The Torrance Test is a tool that is commonly used to measure creativity, but it is argued whether this is useful in the educational setting today.
References
Bart, W. M., Hokanson, B., Sahin, I. and Abdelsamea, M. A. (2015) 'An investigation of the gender differences in creative thinking abilities among 8th and 11th grade students', Thinking Skills and Creativity, 17, (9 April), pp.17-24. Elsevier [Online]. Available at: http://ac.els-cdn.com.ezproxy.uwtsd.ac.uk/S1871187115000097/1-s2.0-S1871187115000097-main.pdf?_tid=6b44a3ee-0d6e-11e6-ab75-00000aab0f6b&acdnat=1461868038_84441f7c19ae87d4bd70ded8fb73beb8 (Accessed: 28 April 2016).
Newton, L. D. and Newton, D.P. (2014) 'Creativity in the 21st century', Quarterly Review of Comparative Education, 44, (October), pp.575-589.
Newton, L. D. and Newton, D.P. (2014) 'Creativity in the 21st century', Quarterly Review of Comparative Education, 44, (October), pp.575-589.
Torrance, E. P. (1995) 'Insights about creativity: Questioned, Rejected, Ridiculed, Ignored', Educational Psychology Review, 7 (3), pp. 313-322. EBSCOhost [Online]. Available at: http://web.b.ebscohost.com.ezproxy.uwtsd.ac.uk/ehost/pdfviewer/pdfviewer?sid=7a9c688c-ac0c-4ed8-ba6d-8e868da93423%40sessionmgr120&vid=1&hid=115 (Accessed 28 April 2016).
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