Assessment of Creativity as a condition for their development: A Portuguese Study Test of Creative Thinking in School Context Torrance
Keywords:
Creativity, educational context, Torrance Test of Creative ThinkingCopyright (c) 2016 REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Abstract
The assessment of creativity has been a complex and controversial issue; however, in the educational context, one of its strong justifications is to facilitate interventions for the development of creative potential. This concern with the inseparability between assessment and intervention is critical in the Portuguese context. On the one hand, the interest in the area has recently grown and the National Education System assumes the development of creative skills as fundamental; on the other, there are misconceptions about the creativity assessment by the educators and there is not an assessment tool validated at the national level which allows controlled interventions concerning its effectiveness. It was then important to validate, in Portugal, a reliable assessment tool in its history, diverse in the information provided, and articulated with intervention, considering the figurative version of the Torrance Tests of Creative Thinking. The participants were a sample of 348 students from 5th, 7th and 9th grades (between 10 and 16 years old) and representative in gender and geographical areas. It will be presented the methodology and results of this validation study. It will be also briefly described the validated instrument in order to become clearer its potential of multiple creative skills to be trained. Finally the results of this study will be reflected aiming the articulation between the test and two creativity training programs in the Portuguese educational context.
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{1} Dada a variabilidade provocada pelo tempo de aplicação das provas, seguimos o conselho da Scolastic Testing Service (Kaufman, comunicação pessoal, 10 Julho 2003).
{2} Para uma classificação total no TTCT-Figurativo, o acordo de correctores foi de .97 (p<.01)