• 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

Subscribe to our Creative Problem Solving Online Learning Course today!

Test Number 32
Title Group Inventory for Finding Interest (GIFFI)
Author Rimm, S. B. ; Davis, G. A.
Category Self-Report Inventory
Copyright Date 1980
Availability Contact publisher
Restrictions  
Age/Grade Level Grades 6-12
Cost $100 per class set of 30; $15 per specimen set.
Forms Level I grades 6 – 9 Level II grades 9 - 12
Source Educational Assessment Service, Inc.
Address W6050 Apple Road Watertown, WI 53098-3937
Phone 1-800-795-7466
Fax 920-261-6622
web or e-mail www.sylviarimm.com
Definition Creativity involves independence, curiosity, perseverance, flexibility, breadth of interests, risk-taking, and sense of humor.
Purposes Used for screening junior and senior high school students for programs for creatively gifted.
Characteristics Openness and Courage to Explore Ideas Digging Deeper into Ideas Generating Ideas Listening to One's Inner Voice

Manual
Excellent The manual is “user-friendly.” It presents discussions of: definition and purposes, target populations and uses, norms, validity and reliability evidence, history and development, and administration and scoring instructions.

Validity
Fair Low correlations reported for concurrent validity ranging from .21 to .68 with an average below .50. The instrument draws from “personality characteristics of creative persons assessed by other creativity instruments.” Needs additional research on long-t

Reliability
Good Stability is not reported. Internal consistency was .88 for level I, and .94 for level II. Inter-rater correlations were .75 to .91.

Utility
Excellent The instrument is designed for group administration by any professional. Directions are clear for the 60 item, Likert-type, paper and pencil inventory. It is untimed taking 25-30 minutes to complete. Scoring is by service.

Interpretation
Good Percentiles and NCE are provided based on the scores of 8000 students stratified by grade in rural, urban, and suburban settings with minority and white representation in five geographical areas. A suspicion of SES bias weakens the ability to interpret the scores.

Propriety
Good There are cautions in the manual against anticipated misuses. MMY warns against possible cultural bias toward middle to upper middle class students. It is available in Spanish.

Reviews & Related Lit
MMY #9, 1985, Weeks, M. O.: “There is very little to recommend this scale as one that measures what it purports to measure, viz., creativity. Those who need to measure creativity are left to their own creativity in their attempts to do so.” Davis, G. A., & Rimm, S. (1982a). GIFFI I and II: instruments for identifying creative potential in the junior and senior high school. Journal of Creative Behavior, 16(1), 50-57. Davis, G. A., & Rimm, S. (1982b). Group Inventory For Finding Interests (GIFFI) I and II: instruments for identifying creative potential in the junior and senior high school. Journal of Creative Behavior, 16(1), 50-57. Dwinnell, P. L. (1985). Review of Group Inventory for Finding Interests (GIFI). In: J. Mitchell, Jr. (Ed.). The ninth mental measurements yearbook. (Vol. 1, pp. 362-363). Lincoln, NE: University of Nebraska Press. Rimm, S., Davis, G. A., & Bien, Y. (1982). Identifying creativity: a characteristics approach. Gifted Child Quarterly, 26(4), 165-171. Rimm, S. (1983, March/April). Identifying creativity (part I). Gifted Child Today, 27, 34-37. Rimm, S. (1984). The characteristics approach: identification and beyond. Gifted Child Quarterly, 28, 181-187. Rimm, S. (1987). Marching to the beat of a different drummer. Gifted Child Today, 10 (1), 2-6. Rimm, S. (1988). Identifying underachievement: the characteristics approach. Gifted Child Today, 11(1), 50-54. Rimm, S., & Culbertson, F. (1980a). Validation of GIFT, an instrument for the identification of creativity. Journal of Creative Behavior, 14(4), 272-273. Rimm, S., & Davis, G. A. (1976). GIFT: an instrument for the identification of creativity. Journal of Creative Behavior, 10(3), 178-182. Rimm, S., & Davis, G. A. (1980b). Five years of international research with GIFT: an instrument for the identification of creativity. Journal of Creative Behavior, 14(1), 35-46. Rimm, S., & Davis, G. A. (1983). Identifying creativity (part II) self-report inventories and the characteristics approach. Gifted Child Today, 29(S/O), 19-23.


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