• Creative Problem Solving

    Powerful tools for 21st Century thinking

    21st Century learners need 21st Century teachers, curriculum, and instruction. Our work is contemporary - but we also build on more than five decades of research, development, and field experience worldwide.

    Read moreDistance Learning

  • Talent Development

    Building Students' Strengths and Talents

    As an individual, a parent, an educator, or a community leader, one of the most exciting challenges for anyone is to become aware of personal strengths and talents— their own or in others.

    Read moreFree Resources

  • Problem Solving Styles

    Unique Personal and Team Strengths

    Problem-solving styles are consistent individual differences in the ways people prefer to deal with new ideas, manage change, and respond effectively to complex, open-ended opportunities and challenges.

    Read moreFree Resources

View a variety of our creative problem solving print materials.

Test Number 10
Title Biographical Inventory Creativity
Author Schaefer, C. E.
Category Self-Report Inventory
Copyright Date 1970
Availability Contact author
Age/Grade Level Grades 7-12
Cost Information not available
Source Dr. Charles E. Schaefer
Address 540 Scarsdale Rd. Yonkers, NY 10707
web or e-mail  
Definition The kind of person an individual becomes in later life is substantially influenced by the types of experiences he has had during his formative years and by the patterns of important choices he has made during life. What the creative adolescent does in his leisure time differentiates him from his less creative peers.
Purposes This instrument is designed to identify creative adolescents in artistic and scientific fields of achievement, and distinguish male and female students with writing talent.
Characteristics Openness and Courage to Explore Ideas

Good The manual presents a discussion of: its definition and purpose, target populations and uses, norms, validity and reliability evidence, its history and development, citations of research, administration directions, and scoring instructions. It is clearly

Fair The manual discusses a criterion of real-life creative achievement in adolescence. The coefficients ranged from .34 to .64. The correlation with the Similes test was .32.

Fair Based on the scores of 50 male and 32 female college students the manual report stability of .87-.95.

Good The directions seem clear and appropriate. It can be group administered by any professional. Untimed, it requires about 20 minutes to administer.

Fair Scores provide information about boys in art, writing and science, and girls in writing and art. A high score indicates characteristics that closely resemble those of creative adolescents. With lack of meaningful norms, useful interpretation is difficult.

Poor Not addressed.

Reviews & Related Lit
Anastasi, A., & Schaefer, C. (1969). Biographical correlates of artistic and literary creativity in adolescent girls. Journal of Applied Psychology, 53, 267-273. Schaefer, C. E. (1969). The prediction of achievement from a biographical inventory. Educational and Psychological Measurement, 29, 431-437. Schaefer, C. E., & Anastasi, A. (1968). A biographical inventory for identifying creativity in adolescent boys. Journal of Applied Psychology, 52, 42-48.

Back to Index    Next Test

Who We Are

We believe that all people have strengths and talents that are important to recognize, develop, and use throughout life.  Read more.

Leadership Team

Our work builds on more than five decades of research, development, and practical experience in organizations. Learn more about our team.

Contact Information

Center for Creative Learning, LLC
2015 Grant Place
Melbourne, Florida, 32901 USA
Email: info@creativelearning.com