| Test Number |
71 |
| Title |
Thinking Creatively with Sounds and Words |
| Author |
Torrance, E. P; Khatena, J. ; Cunnington, B. F. |
| Category |
Test |
| Copyright Date |
1973 |
| Availability |
From publisher |
| Restrictions |
|
| Age/Grade Level |
Grade 3-adult |
| Cost |
$37.65 plus $23.40 for audio cassette, for either form (must specify form and level) |
| Forms |
IA and IB for students Gr 3-12, Forms IIA and IIB for adults (ie., ages 20+). |
| Source |
Scholastic Testing Service, Inc. |
| Address |
480 Meyer Rd. Bensenville, IL 60106-1617 |
| Phone |
800-642-6STS |
| Fax |
630-766-8054 |
| web or e-mail |
www.ststesting.com |
| Definition |
Based on the author’s analysis of the importance of metaphor and imagery in creativity. |
| Purposes |
The tests were designed as training activities for creative thinking and tests of originality. Includes two instruments: Sounds and Images, and Onomatopoeia and Images |
| Characteristics |
Generating Ideas Openness and Courage to Explore Ideas |
| Manual |
| Good |
The manual is well-organized and clearly-written. Includes discussions of the measure’s target populations and uses, norms, validity and reliability evidence, and instructions for administration and scoring. |
| Validity |
| Fair |
Reports data for each test, but overall validity evidence is quite limited. |
| Reliability |
| Fair |
Inter-rater for Form A .88 to .97, Form B .95 to .97. Needs additional data regarding stability. |
| Utility |
| Good |
This test may be administered to individuals or groups by any professional who has read the material. The directions are clear, the test untimed. It requires 30 to 35 minutes to administer, 20 minutes with experience. It is composed of two tests. Scoring is done locally by hand. |
| Interpretation |
| Poor |
There is very little information to guide the user in interpretation or application of the results. The user must be familiar, therefore, with other literature on creativity and imagery to interpret the results appropriately. The instrument is probably better suited for instructional use than for identification. |
| Propriety |
| Poor |
Not addressed |
| Reviews & Related Lit |
| MMY #9, 1985: Fox, L. H. “In conclusion, given the possible lack of stability over time as found in one study, and the need for more validity research, I strongly concur with the authors’ decision to maintain the research status of the test. Use for identification of students for special programs is clearly not warranted.” |
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