Creativity Assessment in Psychological Research: (Re)Setting the Standards

被引:85
作者
Barbot, Baptiste [1 ,2 ]
Hass, Richard W. [3 ]
Reiter-Palmon, Roni [4 ]
机构
[1] Pace Univ, Dept Psychol, 41 Pk Row, New York, NY 10038 USA
[2] Yale Univ, Ctr Child Study, New Haven, CT 06520 USA
[3] Thomas Jefferson Univ, Coll Humanities & Sci, Philadelphia, PA 19107 USA
[4] Univ Nebraska, Dept Psychol, Omaha, NE 68182 USA
关键词
creativity measurement; creativity assessment; validity; reliability; standards of assessment; DIVERGENT THINKING; TORRANCE TESTS; DISTANCE;
D O I
10.1037/aca0000233
中图分类号
C [社会科学总论];
学科分类号
03 ; 0303 ;
摘要
This commentary discusses common relevant themes that have been highlighted across contributions in this special issue on "Creativity Assessment: Pitfalls, Solutions, and Standards." We first highlight the challenges of operationalizing creativity through the use of a range of measurement approaches that are simply not tapping into the same aspect of creativity. We then discuss pitfalls and challenges of the three most popular measurement methods employed in the field, namely divergent thinking tasks, product-based assessment using the consensual assessment techniques, and self-report methodology. Finally, we point to two imperative standards that emerged across contributions in this collection of articles, namely transparency (need to accurately define, operationalize, and report on the specific aspect[s] of creativity studied) and homogenization of creativity assessment (identification and consistent use of an optimal "standard" measure for each major aspect of creativity). We conclude by providing directions on how the creativity research community and the field can meet these standards.
引用
收藏
页码:233 / 240
页数:8
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