| Test Number |
23 |
| Title |
Creativity Checklist |
| Author |
Johnson, D. L. |
| Category |
Rating Scale |
| Copyright Date |
1979 |
| Availability |
Out of print |
| Restrictions |
|
| Age/Grade Level |
K-grad school |
| Cost |
No information available. |
| Forms |
One form, two pages. |
| Source |
No information available |
| Address |
|
| Phone |
|
| Fax |
|
| web or e-mail |
|
| Definition |
Components of creativity include: fluency, flexibility, resourcefulness, constructional skill, ingenuity, independence, and positive self-referencing behavior. |
| Purposes |
This checklist was developed “specifically to identify overt creativity observed by at least one other person.” It seeks to identify creativity in various settings. |
| Characteristics |
Generating Ideas Digging Deeper into Ideas Openness and Courage to Explore Ideas Listening to One's Inner Voice |
| Manual |
| Poor |
The manual is limited in its contents. The description and number of subjects is not given. |
| Validity |
| Fair |
The items are based on Torrance’s and the author’s definitions of creativity. Correlation with the TTCT were .56. Correlation with the RAT =.51, and .51 with the Preconscious Activity Scale. These results are weakened due to lack of adequate descriptions |
| Reliability |
| Poor |
No reliability data is reported. |
| Utility |
| Fair |
Instructions are limited and could have been written more clearly. The instrument is untimed and requires 15 to 20 minutes to complete up to 26 subjects. Descriptions of the characteristics are given in the record form. Scoring is done by a trained observer. |
| Interpretation |
| Fair |
Eight behaviors based on Torrance’s definition of the processes of creativity are noted and scored by the observer. The lack of norming information makes score interpretation and application difficult. |
| Propriety |
| Poor |
Instructions for structuring the observation, or how to avoid bias are missing. |
| Reviews & Related Lit |
| MMY # 9, 1985: Dwinell, P. “Publication of the Creativity Checklist appears to be premature. …Nevertheless, the items in the checklist represent rather salient characteristics and, used as a quick didactic device to observe behavior, may be useful.” Hawthorne, L. W.: “Given the technical and conceptual problems of the CCh, there is no reason to recommend it over unaided observation.” Seven references are listed in the manual. |
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