Teacher Perception of Creativity,Intelligence and Achievement

Abstract

The purpose of this study was to explicate the relationships between student test performance on standardized intelligence, achievement and creativity tests and teacher perceptions of these abilities. Third grade students were administered a battery of tests, and their teachers rated their intelligence, academic achievement, and creativity in comparison with all other same-aged children and in comparison with the other children in the class [Q-sort parallel]. Pearson product-moment correlations revealed that all teacher responses were significantly related to each other; they were also significantly correlated with the achievement test scores and the Cognitive Abilities Test scores. Global creativity ratings did not correspond well with the standardized test scores, but the creativity Q-sort responses were significantly related to the creativity test scores.

Get full access to this article

View all access options for this article.

References

Alexander, A.M. Teacher judgment of pupil intelligence and achievement is not enough. Elementary School Journal, 1953, 53, 396-401.

Barr, A.J. , Goodnight, J.H. , Sall, J.P. , and Helwig , J. T. A User's Guide to SAS 76. Raleigh, North Carolina: SAS Institute, Inc., 1976.

Fitz-Gibbon, C.T. The identification of mentally gifted, "disadvantaged" students at the eighth grade level. Journal of Negro Education, 1974 , 43, 43-66.

Gear, G.H. Teacher judgment in identification of gifted children. GIFTED CHILD QUARTERLY, 1976, 20,478-489.

Jacobs, J.C. Some limitations of teacher ratings as predictors of creativity. Journal of Educational Psychology, 1959, 50, 219-223.

Pegnato, C.W. and Birch, J.W. Locating gifted children in junior high schools--a comparison of methods. Exceptional Children, 1959, 25, 300-304.

Veldman, D.J. Fortran Programming for the Behavioral Sciences. New York : Holt, Rinehart and Winston, 1967 .

Wilson, C.D. Using test results and teacher evaluation in identifying gifted pupils. Personnel and Guidance Journal, 1963, 41, 720-721.