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Assessing Creativity Test 39

Test Number 39
Title Measure of Questioning Skills
Author Himsl, R. ; Millar, G.
Category Test
Copyright Date 1986/1993
Availability Available from publisher
Restrictions  
Age/Grade Level Grades 3-10
Cost $42.85 per set.
Forms A & B (alternate forms)
Source Scholastic Testing Service
Address 480 Meyer Road Bensenville, IL 60106-1617
Phone 800-642-6STS
Fax 630-766-8054
web or e-mail  
Definition “The development of good questioning skills should make our students more sensitive to ambiguities and incomplete information, and better prepared to confront the unknown. Learning this type of questioning may be the first step toward intellectual boldness.” (manual p. 13)
Purposes Designed: 1. To measure the quantity and quality of questions produced by examinees. 2. To assist instructors in question. (measures pre-post gains)
Characteristics Digging Deeper into Ideas

Manual
Fair The manual is clearly written but incomplete. It presents discussions of: definition and purposes, the theoretical rationale, very limited norms, and instructions for administration and scoring. More a tool for diagnostic instructional assessment than for

Validity
Fair In order to diagnose question-asking in relation to scored categories, face validity seems fair, but there is no supporting data. Only used 210 subjects, grades 3 – 10, from an unstated and undescribed sample.

Reliability
Poor No data were reported for reliability.

Utility
Fair The instrument can be administered by any professional to groups. There is a consumable booklet for student responses to 4 pictures. It is timed, requiring 4 minutes for each of 4 tasks, plus time for directions. It is user scored using scoring key in the manual. Scoring examples are provided. Scoring is fairly easy.

Interpretation
Poor The “norms” not useful, because they are based on only 210 undefined subjects grades 3-10. Scores are provided for three kinds of questions: gathering information, organizing information, and extending information and a composite total. Age and gender differences are discussed. The scales are described in relation to the questionnaire model and there are a few examples of each category.

Propriety
Poor Fails to address many required and essential standards for test development.

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