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Assessing Creativity Test 21

Test Number 21
Title Creativity Assessment Packet
Author Williams, Frank E.
Category Rating Scale Test
Copyright Date 1980
Availability From Publisher
Restrictions  
Age/Grade Level Ages 6-18
Cost Complete kit $109.00
Forms Two tests and a rating scale to be used by parents and teachers.
Source Pro-Ed, Inc.
Address 8700 Shoal Creek Boulevard Austin, TX 78757-6897
Phone 800-897-3202
Fax 800-397-7633
web or e-mail www.proedinc.com
Definition Williams defines creativity in relation to four cognitive factors (fluency, flexibility, originality, and elaboration) and four affective factors (curiosity, imagination, complexity, and risk-taking). These are dimensions of “The Williams Cube,” discussed in a number of the author’s other publications on creativity.
Purposes This instrument is designed to measure four cognitive and four affective factors in creativity, through a test for students and ratings scales for parents or teachers.
Characteristics Generating Ideas Openness and Courage to Explore Ideas Listening to One's Inner Voice

 

Manual
Fair The manual is often vague and incomplete.

 

Validity
Poor Claims are made for validity, but there is no specific description of the kinds of evidence available to support those claims and there are no specific descriptions of the samples from who data were obtained.

 

Reliability
Poor The reliability data are described only in very general terms, without sufficient information to permit the user the evaluate the claims being made for the instrument.

 

Utility
Good The instrument seems easy to use, although 10 to 20 minutes of teacher time, as well as parent cooperation would be required for each student.

 

Interpretation
Fair Student performance, and teacher/parent ratings provide scores for fluency, flexibility, originality, elaboration, title, and total from Test A (Divergent Thinking). Test B (Divergent Feeling) provides five scores curiosity, imagination, complexity, risk-taking, and total. Lack of data makes interpretation difficult.

 

Propriety
Poor Not addressed in the manual.

 

Reviews & Related Lit
MMY #9, 1985 Damon, F.: “The Creativity Assessment Packet contains the germs of good ideas, but the author seems to be out of contact with the research literature in the field. Rosen, C. L.: “In conclusion the CAP contains a technically uncertain set of instruments whose usefulness is limited by lack of appropriate information as to validity and reliability… [T]he CAP cannot be recommended for use.” Cole, H. P., & Parsons, D. E. (1974). The Williams total creativity program. Journal of Creative Behavior, 8(3), 187-206. Domino, G. (1977). Transcendental meditation and creativity: an empirical investigation. Journal of Applied Psychology, 62(3), 358-362. Williams, F. E. (1969). Models for encouraging creativity in the classroom by integrating cognitive-affective behaviors. Educational Technology, 9, 7-13. Williams, F. E. (1970). Classroom ideas for encouraging thinking and feeling, (2nd ed.) . Buffalo, NY: D.O.K. Williams, F. E. (1970). The first volume of classroom ideas for encouraging thinking and feeling . Buffalo NY: DOK Publishers. Williams, F. E. (1971). Models for encouraging activity in the classroom. In J. C. Gowan, & P. Torrance (Ed.), Educating the ablest (pp. 222-233). Itasca, IL: F. E. Peacock. Williams, F. E. (1972). A total creativity program for individualizing and humanizing the learning process: identifying and measuring creative potential, (vol. 1) . Englewood Cliffs, NJ: Educational Technology. Williams, F. E. (1972). A total creativity program kit . Englewood Cliffs, NJ: Educational Technology. Williams, F. E. (1975). National schools project. In A. Seferian, & H. P. Cole (Ed.), Encounters in thinking: a compendium of curricula for process education (occasional paper number six) Buffalo, NY: Creative Education Foundation. Williams, F. E. (1979). Williams' strategies to orchestrate Renzulli's Triad. Gifted Child Today, 9(S/O), 2-6, 10. Williams, F. E. (1979). Assessing creativity across Williams' "Cube" Model. Gifted Child Quarterly, 23(4), 748-756. Williams, F. E. (1980). Gifted education offers hope for every child. Learning, 9(3), 94-95. Williams, F. E. (1982). Developing children's creativity at home and in school. Gifted Child Today, 24(S/O), 2-6. Williams, F. E. (1983). Enriched experiences for more able learners. Gifted Child Today, 29(S/O), 2-5. Williams, F. E. (1988). A magic circle. Gifted Child Today, 11(1), 2-5.



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