A Critical Review of Assessments of Creativity in Education

Abstract

This chapter provides a systematic, synthesizing, and critical review of the literature related to assessments of creativity in education from historical, theoretical, empirical, and practical standpoints. We examined the assessments used in the articles focusing on education that are published from January 2010 to May 2021 in eight creativity, psychological, and educational journals. We found that the assessments of creativity in education are split between psychological and education research and have increased international participation. Additionally, these assessments are more general than specific and focus more on cognitive than noncognitive aspects. Like previous reviews of assessments of creativity in general, this review showed that creativity in education is still mainly assessed by divergent thinking or creativity tests, self-report questionnaires, and product-based subjective techniques. We analyzed the benefits and drawbacks of each approach and highlighted many innovations in the assessment. We further discussed how the major assessment approaches address race, ethnicity, class, and gender issues in education. We concluded the review with recommendations for how to better assess creativity in education and how assessments of creativity in education contribute to our understanding of the creative educational experience and democratizing education.

Get full access to this article

View all access options for this article.

References

Acar

Runco

M. A.

(2019). Divergent thinking: New methods, recent research, and extended theory. Psychology of Aesthetics, Creativity, and the Arts, 13(2), 153–158. https://doi.org/10.1037/aca0000231

Adams

Owens

(2015). Creativity and democracy in education: Practices and politics of learning through the arts. Routledge.

Alhusaini

A. A.

Maker

C. J.

(2015). Creativity in students’ writing of open-ended stories across ethnic, gender, and grade groups: An extension study from third to fifth grades. Gifted and Talented International, 30(1–2), 25–38. https://doi.org/10.1080/15332276.2015.1137452

Alodat

A. M.

Momani

F. A.

(2018). Gifted Syrian refugee students in Jordanian schools: Have we identified them? Gifted and Talented International, 33(1–2), 52–63. https://doi.org/10.1080/15332276.2019.1665484

Amabile

T. M.

(1982). Social psychology of creativity: A consensual assessment technique. Journal of Personality and Social Psychology, 43(5), 997–1013. http://doi.org/10.1037/0022-3514.43.5.997

Barbot

Besançon

Lubart

(2016). The generality-specificity of creativity: Exploring the structure of creative potential with EPoC. Learning and Individual Differences, 52, 178–187. https://doi.org/10.1016/j.lindif.2016.06.005

Barbot

Hass

R. W.

Reiter-Palmon

(2019). Creativity assessment in psychological research: (Re)setting the standards. Psychology of Aesthetics, Creativity, and the Arts, 13(2), 233–240. http://doi.org/10.1037/aca0000233

Barbot

Reiter-Palmon

(2019). Creativity assessment: Pitfalls, solutions, and standards. Psychology of Aesthetics, Creativity, and the Arts, 13(2), 131. https://doi.org/10.1037/aca0000251

Baruch

D. W.

(1937). Creative language of kindergarten children. The Elementary English Review, 14(8), 288–292. https://www.jstor.org/stable/41382432

10.

Beghetto

R. A.

(2010). Creativity in the classroom. In Kaufman

J. C.

Sternberg

R. J.

(Eds.). The Cambridge handbook of creativity (pp. 447–463). Cambridge University Press.

11.

Beghetto

R. A.

Karwowski

(2017). Toward untangling creative self-beliefs. In Karwowski

Kaufman

J. C.

(Eds.) Explorations of creativity research: The creative self (pp. 3–22). Academic Press. https://doi.org/10.1016/B978-0-12-809790-8.00001-7.

12.

Beghetto

R. A.

Kaufman

J. C.

(2007). Toward a broader conception of creativity: A case for “mini-c” creativity. Psychology of Aesthetics, Creativity, and the Arts, 1(2), 73. https://doi.org/10.1037/1931-3896.1.2.73

13.

Beghetto

R. A

Kaufman

J. C

(Eds.). (2010). Nurturing creativity in the classroom. Cambridge University Press.

14.

Benedek

Christensen

A. P.

Fink

Beaty

R. E.

(2019). Creativity assessment in neuroscience research. Psychology of Aesthetics, Creativity, and the Arts, 13(2), 218–226. https://doi.org/10.1037/aca0000215

15.

Benedek

Jauk

Sommer

Arendasy

Neubauer

A. C.

(2014). Intelligence, creativity, and cognitive control: The common and differential involvement of executive functions in intelligence and creativity. Intelligence, 46, 73–83. https://doi.org/10.1016/j.intell.2014.05.007

16.

Benedek

Könen

Neubauer

A. C.

(2012). Associative abilities underlying creativity. Psychology of Aesthetics, Creativity, and the Arts, 6(3), 273. https://doi.org/10.1037/a0027059

17.

Besançon

(2013). Creativity, giftedness and education. Gifted and Talented International, 28(1–2), 149–161. https://doi.org/10.1080/15332276.2013.11678410

18.

Bourgeois-Bougrine

Richard

Burkhardt

J. M.

Frantz

Lubart

(2020). The expression of users’ creative potential in virtual and real environments: An exploratory study. Creativity Research Journal, 32(1), 55–65. https://doi.org/10.1080/10400419.2020.1712162

19.

Brunswick

(1952). The conceptual framework of psychology. University of Chicago Press.

20.

Byrne

C. L.

Shipman

A. S.

Mumford

M. D.

(2010). The effects of forecasting on creative problem-solving: An experimental study. Creativity Research Journal, 22(2), 119–138. https://doi.org/10.1080/10400419.2010.481482

21.

Camacho-Morles

Slemp

G. R.

Oades

L. G.

Morrish

Scoular

(2019). The role of achievement emotions in the collaborative problem-solving performance of adolescents. Learning and Individual Differences, 70, 169–181. https://doi.org/10.1016/j.lindif.2019.02.005

22.

Camarda

Borst

Agogué

Habib

Weil

Houdé

Cassotti

(2018). Do we need inhibitory control to be creative? Evidence from a dual-task paradigm. Psychology of Aesthetics, Creativity, and the Arts, 12(3), 351. https://doi.org/10.1037/aca0000140

23.

Carson

S. H.

Peterson

J. B.

Higgins

D. M.

(2005). Reliability, validity, and factor structure of the Creative Achievement Questionnaire. Creativity Research Journal, 17(1), 37–50. https://doi.org/10.1207/s15326934crj1701_4

24.

Castillo-Vergara

Galleguillos

N. B.

Cuello

L. J.

Alvarez-Marin

Acuña-Opazo

(2018). Does socioeconomic status influence student creativity? Thinking Skills and Creativity, 29, 142–152. https://doi.org/10.1016/j.tsc.2018.07.005

25.

Chen

Plucker

J. A.

(2016). The effect of mood on problem finding in scientific creativity. The Journal of Creative Behavior, 50(4), 308–320. https://doi.org/10.1002/jocb.79

26.

Cheng

V. M.

(2018). Consensual assessment of creativity in teaching design by supportive peers—its validity, practicality, and benefit. The Journal of Creative Behavior, 52(1), 5–20. https://10.1002/jocb.125

27.

Cheung

P.C.

Lau

(2010). Gender differences in the creativity of Hong Kong school children: Comparison by using the new electronic Wallach-Kogan Creativity Tests. Creativity Research Journal, 22(2), 194–199. https://doi.org/10.1080/10400419.2010.481522

28.

Chu

S. K. W.

Reynolds

R. B.

Tavares

N. J.

Notari

Lee

C. W. Y.

(2017). Twenty-first century skills and global education roadmaps. In 21st Century Skills Development Through Inquiry-Based Learning (pp. 17–32). Springer.

29.

Collard

Looney

(2014). Nurturing creativity in education. European Journal of Education, 49(3), 348–364. http://doi.org/10.1111/ejed.12090

30.

Costa

P.T.

Jr. McCrae

R. R.

(1992). Four ways five factors are basic. Personality and Individual Differences, 13(6), 653–665. https://doi.org/10.1016/0191-8869(92)90236-I

31.

Costa

P. T.

Jr. McCrae

R. R.

(2008). The revised NEO personality inventory (NEO-PI-R). Sage Publications.

32.

Costa

P. T.

Jr. McCrae

R. R.

(2010). NEO-PI-3. Sigma Assessment Systems.

33.

Cotter

K. N.

Silvia

P. J.

(2019). Ecological assessment in research on aesthetics, creativity, and the arts: Basic concepts, common questions, and gentle warnings. Psychology of Aesthetics, Creativity, and the Arts, 13(2), 211–217. https://doi.org/10.1037/aca0000218.

34.

Coulaud

(2013). Prototype for a computerized version of EPoC. University Paris Descartes.

35.

Craft

(2001) Analysis of research and literature on creativity in education. NACCCE: London.

36.

Craik

K. H.

Ware

A. P.

(2010). Humor and personality in everyday life. In Ruch

(Ed.). The sense of humor (pp. 63–94). De Gruyter Mouton.

37.

Cramond

(1993). The Torrance tests of creative thinking: From design through establishment of predictive validity. In Subotnik

R. F.

Arnold

K. D.

(Eds.), Beyond Terman: Contemporary longitudinal studies of giftedness and talent (pp. 229–254). Ablex.

38.

Cropley

A. J.

(2001). Creativity in education & learning: A guide for teachers and educators. Psychology Press.

39.

Cropley

D. H.

(2015). Creativity in engineering: Novel solutions to complex problems. Academic Press.

40.

Cseh

G. M.

Jeffries

K. K.

(2019). A scattered CAT: A critical evaluation of the Consensual Assessment Technique for creativity research. Psychology of Aesthetics, Creativity, and the Arts, 13(2), 159–166. https://doi.org/10.1037/aca0000220

41.

Cumming

J. J.

Maxwell

G. S.

(1999). Contextualising authentic assessment. Assessment in Education: Principles, Policy & Practice, 6(2), 177–194. https://doi.org/10.1080/09695949992865

42.

Dai

D. Y.

(2020). Rethinking human potential from a talent development perspective. Journal for the Education of the Gifted, 43(1), 19–37. https://doi.org/10.1177/0162353219897850

43.

Dai

D. Y.

Tan

Marathe

Valtcheva

Pruzek

R. M.

Shen

(2012). Influences of social and educational environments on creativity during adolescence: Does SES matter? Creativity Research Journal, 24(2–3), 191–199. https://doi.org/10.1177/0162353219897850

44.

Davis

C. D.

Kaufman

J. C.

McClure

F. H.

(2011). Non-cognitive constructs and self-reported creativity by domain. The Journal of Creative Behavior, 45(3), 188–202. https://doi.org/10.1002/j.2162-6057.2011.tb01426.x

45.

de Manzano

Ö.

Ullén

. (2018). Genetic and environmental influences on the phenotypic associations between intelligence, personality, and creative achievement in the arts and sciences. Intelligence, 69, 123–133. https://doi.org/10.1016/j.intell.2018.05.004

46.

DeNeve

K. M.

Cooper

(1998). The happy personality: A meta-analysis of 137 personality traits and subjective well-being. Psychological Bulletin, 124(2), 197–229. https://doi.org/10.1037/0033-2909.124.2.197

47.

de Vries

Lubart

T. I

. (2019). Scientific creativity: Divergent and convergent thinking and the impact of culture. The Journal of Creative Behavior, 53(2), 145–155. https://doi.org/10.1002/jocb.184

48.

Dixon-Roman

E. J.

Everson

H. T.

McArdle

J. J.

(2013). Race, poverty and SAT scores: Modeling the influences of family income on black and white high school students’ SAT performance. Teachers College Record, 115, 1–33.

49.

Dobbs

E. V.

(1928). Individual differences and creativity in art. Childhood Education, 5(2), 99–101. https://doi.org/10.1080/00094056.1928.10723390

50.

Emler

T. E.

Zhao

Deng

Yin

Wang

(2019). Side effects of large-scale assessments in education. ECNU Review of Education, 2(3), 279–296. https://doi.org/10.1177/2096531119878964

51.

Engelhard

Jr. Wind

S. A.

(2019). Introduction to the special issue on rater-mediated assessments. Journal of Educational Measurement, 56(3), 475–477. https://doi.org/10.1111/jedm.12221

52.

Erbas

A. K.

Bas

(2015). The contribution of personality traits, motivation, academic risk-taking and metacognition to the creative ability in mathematics. Creativity Research Journal, 27(4), 299–307. https://doi.org/10.1080/10400419.2015.1087235

53.

European Parliament and Council of the European Union. (2006). Recommendation of the European Parliament and of the Council as of 18 December 2006 on key competencies for lifelong learning. Official Journal of the European Union, 394(30), 10–18. https://data.europa.eu/eli/reco/2006/962/oj

54.

Fairchild

Hunter

S. T.

(2014). “We’ve got creative differences”: The effects of task conflict and participative safety on team creative performance. The Journal of Creative Behavior, 48(1), 64–87. https://doi.org/10.1002/jocb.41

55.

Fearon

D. D.

Copeland

Saxon

T. F.

(2013). The relationship between parenting styles and creativity in a sample of Jamaican children. Creativity Research Journal, 25(1), 119–128.

56.

Feist

G. J.

(2010). The function of personality in creativity: The nature and nurture of the creative personality. In Kaufman

J. C.

Sternberg

R. J.

(Eds.), The Cambridge handbook of creativity (p. 113–130). Cambridge University Press. https://doi.org/10.1017/CBO9780511763205.009

57.

Forthmann

Jankowska

D. M.

Karwowski

(2021). How reliable and valid are frequency-based originality scores? Evidence from a sample of children and adolescents. Thinking Skills and Creativity, 41, 100851. https://doi.org/10.1016/j.tsc.2021.100851

58.

Forthmann

Jendryczko

Scharfen

Kleinkorres

Benedek

Holling

(2019a). Creative ideation, broad retrieval ability, and processing speed: A confirmatory study of nested cognitive abilities. Intelligence, 75, 59–72. https://doi.org/10.1016/j.intell.2019.04.006

59.

Forthmann

Oyebade

Ojo

Günther

Holling

(2019b). Application of latent semantic analysis to divergent thinking is biased by elaboration. The Journal of Creative Behavior, 53(4), 559–575. https://doi.org/10.1002/jocb.240

60.

Forthmann

Szardenings

Holling

(2020). Understanding the confounding effect of fluency in divergent thinking scores: Revisiting average scores to quantify artifactual correlation. Psychology of Aesthetics, Creativity, and the Arts, 14(1), 94–112. https://doi.org/10.1037/aca0000196

61.

Gajda

Karwowski

Beghetto

R. A.

(2017). Creativity and academic achievement: A meta-analysis. Journal of Educational Psychology, 109(2), 269. http://dx.doi.org/10.1037/edu0000133

62.

Gentry

M. L.

Pereira

Peters

S. J.

McIntosh

J. S.

Fugate

C. M.

(2015). HOPE Teacher Rating Scale: Involving teachers in equitable identification of gifted and talented students for grades K–12: Administration manual. Prufrock Press.

63.

Ghassib

H. B.

(2010). Where does creativity fit into a productivist industrial model of knowledge production? Gifted and Talented International, 25(1), 13–19. https://doi.org/10.1080/15332276.2010.11673540

64.

Glaveanu

V. P.

Hanson

M. H.

Baer

Barbot

Clapp

E. P.

Corazza

G. E.

Hennessey

Kaufman

J. C.

Lebuda

Lubart

Montuori

Ness

I. J.

Plucker

Reiter-Palmon

Sierra

Simonton

D. K.

Neves-Pereira

M. S.

Sternberg

R. J.

(2019). Advancing creativity theory and research: A socio-cultural manifesto. The Journal of Creative Behavior, 54(3), 741–745. https://doi.org/10.1002/jocb.395

65.

Goings

R. B.

Ford

D. Y.

(2018). Investigating the intersection of poverty and race in gifted education journals: A 15-year analysis. Gifted Child Quarterly, 62(1), 25–36. https://doi.org/10.1177/0016986217737618

66.

Gough

H. G.

(1956). California Psychological Inventory. Consulting Psychologists Press.

67.

Gough

H. G.

(1979). A creative personality scale for the adjective checklist. Journal of Personality and Social Psychology, 37(8), 1398–1405. https://doi.org/10.1037/0022-3514.37.8.1398

68.

Gralewski

Karwowski

(2013). Polite girls and creative boys? Students’ gender moderates accuracy of teachers’ ratings of creativity. The Journal of Creative Behavior, 47(4), 290–304. https://doi.org/10.1002/jocb.36

69.

Gralewski

Karwowski

(2019). Are teachers’ ratings of students’ creativity related to students’ divergent thinking? A meta-analysis. Thinking Skills and Creativity, 33, 100583. https://doi.org/10.1016/j.tsc.2019.100583

70.

Guignard

J. H.

Kermarrec

Tordjman

(2016). Relationships between intelligence and creativity in gifted and non-gifted children. Learning and Individual Differences, 52, 209–215. https://doi.org/10.1016/j.lindif.2015.07.006

71.

Guilford

J. P.

(1967). The nature of human intelligence. McGraw-Hill.

72.

Gutworth

M. B.

Cushenbery

Hunter

S. T.

(2018). Creativity for deliberate harm: Malevolent creativity and social information processing theory. The Journal of Creative Behavior, 52(4), 305–322. https://doi.org/10.1002/jocb.155.

73.

Hallaert

J. M.

(2019). Flow, creativity, and suicide risk in college art majors. Creativity Research Journal, 31(3), 335–341. https://doi.org/10.1080/10400419.2019.1641784

74.

Hammond

M. M.

Neff

N. L.

Farr

J. L.

Schwall

A. R.

Zhao

(2011). Predictors of individual-level innovation at work: A meta-analysis. Psychology of Aesthetics, Creativity, and the Arts, 5(1), 90–105. https://doi.org/10.1037/a0018556

75.

Helson

(1999). Institute of personality assessment and research. In Pritzker

M. A.

(Ed.). Encyclopedia of creativity, (Vol. 2, pp. 71–79). Academic Press.

76.

Henrich

Heine

S. J.

Norenzayan

(2010). Most people are not WEIRD. Nature, 466(7302), 29–29. https://doi.org/10.1038/466029a

77.

Hodges

Gentry

(2021). Underrepresentation in gifted education in the context of rurality and socioeconomic status. Journal of Advanced Academics, 32(2), 135–159. https://doi.org/10.1177/1932202X20969143

78.

Hodges

Tay

Maeda

Gentry

(2018). A meta-analysis of gifted and talented identification practices. Gifted Child Quarterly, 62(2), 147–174. https://doi.org/10.1177/0016986217752107

79.

Hong

Milgram

R.M.

(2010). Creative thinking ability: Domain generality and specificity. Creativity Research Journal, 22(3), 272–287. https://doi.org/10.1080/10400419.2010.503535

80.

Hong

O’Neil

H. F.

Peng

(2016). Effects of explicit instructions, metacognition, and motivation on creative performance. Creativity Research Journal, 28(1), 33–45. https://doi.org/10.1080/10400419.2016.1125252

81.

Hong

Peng

O’Neil

H. F.

Jr Wu

(2013). Domain-general and domain-specific creative-thinking tests: Effects of gender and item content on test performance. The Journal of Creative Behavior, 47(2), 89–105. https://doi.org/10.1002/jocb.26

82.

Hornstra

Bakx

Mathijssen

Denissen

J. J.

(2020). Motivating gifted and non-gifted students in regular primary schools: A self-determination perspective. Learning and Individual Differences, 80, 101871. https://doi.org/10.1016/j.lindif.2020.101871

83.

Jia

Duan

Meyer

Kaufman

J. C.

(2013). Increasing students’ scientific creativity: The “learn to think” intervention program. The Journal of Creative Behavior, 47(1), 3–21. https://doi.org/10.1002/jocb.20

84.

Humble

Dixon

Mpofu

(2018). Factor structure of the Torrance Tests of Creative Thinking Figural Form A in Kiswahili speaking children: Multidimensionality and influences on creative behavior. Thinking Skills and Creativity, 27, 33–44. https://doi.org/10.1016/j.tsc.2017.11.005

85.

Jauk

Eberhardt

Koschmieder

Diedrich

Pretsch

Benedek

Neubauer

A. C.

(2019). A new measure for the assessment of Appreciation for Creative Personality. Creativity Research Journal, 31(2), 149–163. https://doi.org/10.1080/10400419.2019.1606622

86.

Jeon

K. N.

Moon

S. M.

French

(2011). Differential effects of divergent thinking, domain knowledge, and interest on creative performance in art and math. Creativity Research Journal, 23(1), 60–71. https://doi.org/10.1080/10400419.2011.545750

87.

Jones

(2012) Power, democracy—and democracy in education. Forum, 54(2), 205–214. https://doi.org/10.2304/forum.2012.54.2.205

88.

Kalin

N. M.

(2016). We’re all creatives now: Democratized creativity and education. Journal of the Canadian Association for Curriculum Studies, 13(2), 32–44. https://jcacs3.journals.yorku.ca/index.php/jcacs/article/view/40280

89.

Karwowski

(2016). The dynamics of creative self-concept: Changes and reciprocal relations between creative self-efficacy and creative personal identity. Creativity Research Journal, 28(1), 99–104. https://doi.org/10.1080/10400419.2016.1125254

90.

Karwowski

Gralewski

Szumski

(2015). Teachers’ effect on students’ creative self-beliefs is moderated by students’ gender. Learning and Individual Differences, 44, 1–8. https://doi.org/10.1016/j.lindif.2015.10.001

91.

Karwowski

Han

M. H.

Beghetto

R. A.

(2019). Toward dynamizing the measurement of creative confidence beliefs. Psychology of Aesthetics, Creativity, and the Arts, 13(2), 193–202. https://doi.org/10.1037/aca0000229

92.

Karwowski

Jankowska

D. M.

Brzeski

Czerwonka

Gajda

Lebuda

Beghetto

R. A.

(2020). Delving into creativity and learning. Creativity Research Journal, 32(1), 4–16. https://doi.org/10.1080/10400419.2020.1712165

93.

Kaspi-Baruch

(2019). Big Five personality and creativity: the moderating effect of motivational goal orientation. The Journal of Creative Behavior, 53(3), 325–338. https://doi.org/10.1002/jocb.183

94.

Kaufman

J. C.

(2010). Using creativity to reduce ethnic bias in college admissions. Review of General Psychology, 14(3), 189–203. https://doi.org/10.1037/a0020133

95.

Kaufman

J. C.

(2012). Counting the muses: Development of the Kaufman Domains of Creativity Scale (K-DOCS). Psychology of Aesthetics, Creativity, and the Arts, 6(4), 298–308. https://doi.org/10.1037/a0029751

96.

Kaufman

J. C.

(2019a). Dr. Laura M. Chassell Toops: Forgotten pioneer of creativity assessment. In Glaveanu

V. P.

(Ed.). The Creativity Reader (pp. 73–86). Oxford University Press.

97.

Kaufman

J. C.

(2019b). Self-assessments of creativity: Not ideal, but better than you think. Psychology of aesthetics, creativity, and the arts, 13(2), 187–192. https://doi.org/10.1037/aca0000217

98.

Kaufman

J. C.

Baer

(Eds.). (2005). Creativity across domains: Faces of the muse. Psychology Press.

99.

Kaufman

J. C.

Baer

Cole

J. C.

Sexton

J. D.

(2008). A comparison of expert and nonexpert judges using the Consensual Assessment Technique. Creativity Research Journal, 20(2), 171–178. http://doi.org/10.1080/10400410802059929

100.

Kaufman

J. C.

Baer

Gentile

C. A.

(2004). Differences in gender and ethnicity as measured by ratings of three writing tasks. The Journal of Creative Behavior, 39(1), 56–69. https://doi.org/10.1002/j.2162-6057.2004.tb01231.x

101.

Kaufman

J. C.

Beghetto

R. A.

Watson

(2016). Creative metacognition and self-ratings of creative performance: A 4-C perspective. Learning and Individual Differences, 51, 394–399. https://doi.org/10.1016/j.lindif.2015.05.004

102.

Kaufman

J. C.

Glăveanu

V. P.

Baer

(Eds.). (2017). The Cambridge handbook of creativity across domains. Cambridge University Press. https://doi-org.www2.lib.ku.edu/10.1017/9781316274385

103.

Kaufman

J. C.

Plucker

J. A.

Baer

(2008). Essentials of creativity assessment (Vol. 53). John Wiley & Sons.

104.

Kerr

McKay

(2013). Searching for tomorrow’s innovators: Profiling creative adolescents. Creativity Research Journal, 25(1), 21–32. https://doi.org/10.1080/10400419.2013.752180

105.

Kerr

B. A.

Vuyk

M. A.

(Eds). (2019). Special issue on creativity. Gifted and Talented International: Journal of the World Council on Giftedness, Creativity, and Talent.

106.

Kharkhurin

A. V.

(2017). Does the eye of the beholder construct beauty? Contributions of self-efficacy factors to divergent thinking traits. Creativity Research Journal, 29(4), 370–376. https://doi.org/10.1080/10400419.2017.1376493

107.

Kharkhurin

A. V.

Yagolkovskiy

S. R.

(2019). Preference for complexity and asymmetry contributes to elaboration in divergent thinking. Creativity Research Journal, 31(3), 342–348. https://doi.org/10.1080/10400419.2019.1641687

108.

Kirrane

Kramer

Lassleben

(2020). Beyond the surface: exploring the relationship between value diversity and team creativity. Creativity Research Journal, 32(2), 113–126. https://doi.org/10.1080/10400419.2019.1697920

109.

Kim

K. H.

(2006a). Can we trust creativity tests? A review of the Torrance Tests of Creative Thinking (TTCT). Creativity research journal, 18(1), 3–14. https://doi.org/10.1207/s15326934crj1801_2

110.

Kim

K. H.

(2006b). Is creativity unidimensional or multidimensional? Analyses of the Torrance Tests of Creative Thinking. Creativity Research Journal, 18(3), 251–259. https://doi.org/10.1207/s15326934crj1803_2

111.

Kim

Zabelina

(2015). Cultural bias in assessment: Can creativity assessment help? International Journal of Critical Pedagogy, 6(2), 129–147.

112.

Kladder

Lee

(2019). Music teachers perceptions of creativity: A preliminary investigation. Creativity Research Journal, 31(4), 395–407. https://doi.org/10.1080/10400419.2019.1651189

113.

Knight

R. T.

(1996). Contribution of human hippocampal region to novelty detection. Nature, 383(6597), 256–259. https://doi.org/10.1038/383256a0

114.

Kousoulas

(2010). The interplay of creative behavior, divergent thinking, and knowledge base in students’ creative expression during learning activity. Creativity Research Journal, 22(4), 387–396. https://doi.org/10.1080/10400419.2010.523404

115.

Leahy

(2016). Winning the future: An investigation into the creativity capacity across the levels of education in Ireland. Creativity Research Journal, 28(2), 188–197. https://doi.org/10.1080/10400419.2016.1162543

116.

Lee

C. S.

Therriault

D. J.

(2013). The cognitive underpinnings of creative thought: A latent variable analysis exploring the roles of intelligence and working memory in three creative thinking processes. Intelligence, 41(5), 306–320. https://doi.org/10.1016/j.intell.2013.04.008

117.

Lemons

(2011). Diverse perspectives of creativity testing: Controversial issues when used for inclusion into gifted programs. Journal for the Education of the Gifted, 34(5), 742–772. https://doi.org/10.1177/0162353211417221

118.

Leong

Burnard

Jeanneret

Leung

B. W.

Waugh

(Eds.). (2012). Assessing creativity in music: International perspectives and practices. The Oxford Handbook of Music Education (Vol. 2). Oxford University. https://doi.org/10.1093/oxfordhb/9780199928019.013.0026

119.

Levenson

(2011). Exploring collective mathematical creativity in elementary school. Journal of Creative Behavior, 45(3), 215–234. https://doi.org/10.1002/j.2162-6057.2011.tb01428.x

120.

Long

(2014a). An empirical review of research methodologies and methods in creativity studies (2003–2012). Creativity Research Journal, 26(4), 427–438. https://doi.org/10.1080/10400419.2014.961781

121.

Long

(2014b). More than appropriateness and novelty: Judges’ criteria of assessing creative products in science tasks. Thinking Skills and Creativity, 13, 183–194. https://doi.org/10.1016/j.tsc.2014.05.002

122.

Long

Pang

(2015). Rater effects in creativity assessment: A mixed methods investigation. Thinking Skills and Creativity, 15, 13–25. https://doi.org/10.1016/j.tsc.2014.10.004

123.

Long

Plucker

J. A.

(2015). Assessing creative thinking: Practical applications. In Wegerif

Kaufman

(Eds.), The Routledge international handbook of research on teaching thinking (pp. 315–329). Routledge.

124.

Lubart

Besancon

Barbot

(2011). Evaluation du Potentiel Creatif (EPoC). Paris: Hogrefe.

125.

Lubart

T. I.

Zenasni

Barbot

(2013). Creative potential and its measurement. International Journal of Talent Development and Creativity, 1(2), 41–51.

126.

Machts

Kaiser

Schmidt

F. T.

Moeller

(2016). Accuracy of teachers’ judgments of students’ cognitive abilities: A meta-analysis. Educational Research Review, 19, 85–103. https://doi.org/10.1016/j.edurev.2016.06.003

127.

MacKinnon

(1978). In search of human effectiveness: Identifying and developing creativity. Creative Education Foundation.

128.

Mansour

Martin

A. J.

Anderson

Gibson

Liem

G. A.

Sudmalis

(2018). Young people’s creative and performing arts participation and arts self-concept: A longitudinal study of reciprocal effects. The Journal of Creative Behavior, 52(3), 240–255. https://doi.org/10.1002/jocb.146

129.

McClain

M. C.

Pfeiffer

(2012). Identification of gifted students in the United States today: A look at state definitions, policies, and practices. Journal of Applied School Psychology, 28(1), 59–88. https://doi.org/10.1080/15377903.2012.643757

130.

McComas

W. F.

Nouri

(2016). The nature of science and the next generation science standards: Analysis and critique. Journal of Science Teacher Education, 27(5), 555–576. https://doi.org/10.1007/s10972-016-9474-3

131.

Mecca

J. T.

Mumford

M. D.

(2014). Imitation and creativity: Beneficial effects of propulsion strategies and specificity. The Journal of Creative Behavior, 48(3), 209–236. https://doi.org/10.1002/jocb.49

132.

Meeker

Roid

(1985). Structure of intellect learning abilities test (SOI-LA). Western Psychological Services.

133.

Mihelič

K. K.

Aleksić

(2017). “Dear employer, let me introduce myself”—Flow, satisfaction with work—life balance and millennials’ creativity. Creativity Research Journal, 29(4), 397–408. https://doi.org/10.1080/10400419.2017.1376503

134.

Mostafavi

Yoosefee

Seyyedi

S. A.

Rahimi

Heidari

(2020). The impact of educational motivation and self-acceptance on creativity among high school students. Creativity Research Journal, 32(4), 378–382. https://doi.org/10.1080/10400419.2020.1821561

135.

Mourgues

C. V.

Tan

Al-Harbi

Aljughaiman

Grigorenko

E. L.

(2016). The relationship between analytical and creative cognitive skills from middle childhood to adolescence: Testing the threshold theory in the Kingdom of Saudi Arabia. Learning and Individual Differences, 52, 137–147. https://doi.org/10.1016/j.lindif.2015.05.005

136.

Mumford

M. D.

Antes

A. L.

Caughron

J. J.

Connelly

Beeler

(2010). Cross-field differences in creative problem-solving skills: A comparison of health, biological, and social sciences. Creativity Research Journal, 22(1), 14–26. https://doi.org/10.1080/10400410903579510

137.

Myszkowski

(2019). Development of the R library “jrt”: Automated item response theory procedures for judgment data and their application with the Consensual Assessment Technique. Psychology of Aesthetics, Creativity, and the Arts, 15(3), 426–438. http://doi.org/10.1037/aca0000287

138.

Myszkowski

Storme

(2019). Judge response theory? A call to upgrade our psychometrical account of creativity judgments. Psychology of Aesthetics, Creativity, and the Arts, 13(2), 167–175. https://doi.org/10.1037/aca0000225

139.

National Research Council. (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. The National Academies Press. https://doi.org/10.17226/13398

140.

Niu

Sternberg

R. J.

(2001). Cultural influences on artistic creativity and its evaluation. International Journal of Psychology, 36(4), 225–241. https://doi.org/10.1080/00207590143000036

141.

Nusbaum

E. C.

Silvia

P. J.

(2011). Are intelligence and creativity really so different?: Fluid intelligence, executive processes, and strategy use in divergent thinking. Intelligence, 39(1), 36–45. https://doi.org/10.1787/9789264208070-en

142.

Organisation for Economic Co-operation and Development. (2019). PISA 2021 creative thinking framework (third draft). OECD publishing. https://www.oecd.org/pisa/publications/PISA-2021-creative-thinking-framework.pdf

143.

Okuda

S. M.

Runco

M. A.

Berger

D. E.

(1991). Creativity and the finding and solving of real-world problems. Journal of Psychoeducational Assessment, 9(1), 45–53. https://doi.org/10.1177/073428299100900104

144.

Parsons

(1909). Choosing a vocation. Brousson Press.

145.

Peters

S. J.

Pereira

(2017). A replication of the internal validity structure of three major teaching rating scales. Journal of Advanced Academics, 28(2), 101–119. https://doi.org/10.1177/1932202X17701940

146.

Petrosko

(1978). Measuring creativity in elementary school: The current state of the art. The Journal of Creative Behavior, 12(2), 109–119. https://doi.org/10.1002/j.2162-6057.1978.tb00166.x

147.

Petticrew

Roberts

(2008). Systematic reviews in the social sciences: A practical guide. John Wiley & Sons.

148.

Pfeiffer

S. I.

Blei

(2008). Gifted identification beyond the IQ test: Rating scales and other assessment procedures. In S. I. Pfeiffer (Ed.), Handbook of giftedness in children: Psychoeducational theory, research, and best practices (pp. 177–198). Springer.

149.

Pfeiffer

S. I.

Jarosewich

(2003). Gifted rating scales. Harcourt Assessment.

150.

Plucker

J. A.

(2017). Toward a science of creativity: Considerable progress but much work to be done. The Journal of Creative Behavior, 51(4), 301–304. https://doi.org/10.1002/jocb.193

151.

Plucker

J. A.

Beghetto

R. A.

(2004). Why creativity is domain general, why it looks domain specific, and why the distinction does not matter. In Sternberg

R. J.

Grigorenko

E. L.

Singer

J. L.

(Eds.), Creativity: From potential to realization (pp. 153–167). American Psychological Association. https://doi.org/10.1037/10692-009

152.

Plucker

J. A.

Beghetto

R. A.

Dow

G. T.

(2004). Why isn’t creativity more important to educational psychologists? Potentials, pitfalls, and future directions in creativity research. Educational Psychologist, 39(2), 83–96. https://doi.org/10.1207/s15326985ep3902_1

153.

Plucker

J. A.

Makel

M. C.

(2010). Assessment of creativity. In Kaufman

J. C.

Sternberg

R. J.

(Eds.), The Cambridge handbook of creativity (pp. 48–73). Cambridge University Press. https://doi.org/10.1017/CBO9780511763205.005

154.

Plucker

J. A.

Runco

M. A.

(1998). The death of creativity measurement has been greatly exaggerated: Current issues, recent advances, and future directions in creativity assessment. Roeper Review, 21(1), 36–39. https://doi.org/10.1080/02783199809553924

155.

Primi

Silvia

P. J.

Jauk

Benedek

(2019). Applying many-facet Rasch modeling in the assessment of creativity. Psychology of Aesthetics, Creativity, and the Arts, 13(2), 176–186. http://doi.org/10.1037/aca0000230

156.

Puente-Diaz

Cavazos-Arroyo

(2018). An exploration of some antecedents and consequences of creative self-efficacy among college students. The Journal of Creative Behavior, 52(3), 256–266. https://doi.org/10.1002/jocb.149

157.

Rasch

(1960). Probabilistic models for intelligence and attainment tests. University of Chicago Press.

158.

Reiter-Palmon

Forthmann

Barbot

(2019). Scoring divergent thinking tests: A review and systematic framework. Psychology of Aesthetics, Creativity, and the Arts, 13(2), 144. https://doi.org/10.1037/aca0000227

159.

Renzulli

J. S.

Smith

L. H

White

A. J.

Callahan

C. M.

Hartman

R. K.

Westberg

K. L.

Gavin

M. K.

Reis

S. M.

Siegle

Systema Reed

R. E.

(2010). Scales for rating the behavioral characteristics of superior students: Technical and administration manual (3rd ed.). Creative Learning Press.

160.

Rhodes

(1961). An analysis of creativity. The Phi Delta Kappa, 42(7), 305–310. https://www.jstor.org/stable/20342603

161.

Ridgley

L. M.

DaVia Rubenstein

Finch

W. H.

(2019). Issues and opportunities when using rating scales to identify creatively gifted students: Applying an IRT approach. Gifted and Talented International, 34(1–2), 6–18. https://doi.org/10.1080/15332276.2020.1722041

162.

Ruckstuhl

F. W.

(1917). A standard of art measurement: Part I Conception in Art. The Art World, 1(5), 323–328. https://www.jstor.org/stable/25587777

163.

Runco

M. A.

(2004). Creativity. Annual Review of Psychology, 55, 657–687. https://doi.org/10.1146/annurev.psych.55.090902.141502

164.

Runco

M. A.

(2007). A hierarchical framework for the study of creativity. New Horizons in Education, 55(3), 1–9.

165.

Runco

M. A.

(2008). Commentary: Divergent thinking is not synonymous with creativity. Psychology of Aesthetics, Creativity, and the Arts, 2, 93–96. https://doi.org/10.1037/1931-3896.2.2.93

166.

Runco

M. A.

(2010). Divergent thinking, creativity, and ideation . In Kaufman

J. C.

Sternberg

R. J.

(Eds.), The Cambridge handbook of creativity (pp. 413–446). Cambridge University Press. https://doi.org/10.1017/CBO9780511763205.026

167.

Runco

M.A.

Acar

(2012). Divergent thinking as an indicator of creative potential. Creativity Research Journal, 24(1), 66–75. https://doi.org/10.1080/10400419.2012.652929

168.

Runco

M. A.

Acar

(2019). Divergent thinking. Cambridge University Press.

169.

Runco

M. A.

Acar

Cayirdag

(2017). A closer look at the creativity gap and why students are less creative at school than outside of school. Thinking Skills and Creativity, 24, 242–249. https://doi.org/10.1016/j.tsc.2017.04.003

170.

Runco

M. A.

Albert

R. S.

(2010). Creativity research: A historical view. In Kaufman

J. C.

Sternberg

R. J.

(Eds.), The Cambridge handbook of creativity (pp. 3–19). Cambridge University Press. https://doi.org/10.1017/CBO9780511763205.003

171.

Runco

M. A.

Jaeger

G. J.

(2012). The standard definition of creativity. Creativity Research Journal, 24(1), 92–96. https://doi.org/10.1080/10400419.2012.650092

172.

Runco

M. A.

Millar

Acar

Cramond

(2010). Torrance tests of creative thinking as predictors of personal and public achievement: A fifty-year follow-up. Creativity Research Journal, 22(4), 361–368. https://doi.org/10.1080/10400419.2010.523393

173.

Ryser

G. R.

MacConnell

(2004). SIGS, scales for identifying gifted students: Ages 5 through 18. Prufrock Press.

174.

Said-Metwaly

Van den Noortgate

Kyndt

(2017). Approaches to measuring creativity: A systematic literature review. Creativity. Theories–Research-Applications, 4(2), 238–275. https://doi.org/10.1515/ctra-2017-0014

175.

Sawyer

R. K.

(2006). Explaining creativity: The science of human innovation. Oxford University Press.

176.

Sayed

E. M.

Mohamed

A. H. H.

(2013). Gender differences in divergent thinking: Use of the test of creative thinking-drawing production on an Egyptian sample. Creativity Research Journal, 25(2), 222–227. https://doi.org/10.1080/10400419.2013.783760

177.

Sica

L. S.

Ragozini

Di Palma

Aleni Sestito

(2019). Creativity as identity skill? Late adolescents’ management of identity, complexity and risk-taking. The Journal of Creative Behavior, 53(4), 457–471. https://doi.org/10.1002/jocb.221

178.

Sierra-Siegert

Jay

E. L.

Florez

Garcia

A. E.

(2019). Minding the dreamer within: An experimental study on the effects of enhanced dream recall on creative thinking. The Journal of Creative Behavior, 53(1), 83–96. https://doi.org/10.1002/jocb.168

179.

Silvia

P. J.

Kimbrel

N. A.

(2010). A dimensional analysis of creativity and mental illness: Do anxiety and depression symptoms predict creative cognition, creative accomplishments, and creative self-concepts? Psychology of Aesthetics, Creativity, and the Arts, 4(1), 2–10. https://doi.org/10.1037/a0016494

180.

Silvia

P. J.

Wigert

Reiter-Palmon

Kaufman

J. C.

(2012). Assessing creativity with self-report scales: A review and empirical evaluation. Psychology of Aesthetics, Creativity, and the Arts, 6(1), 19–34. https://doi.org/10.1037/a0024071

181.

Silvia

P. J.

Winterstein

B. P.

Willse

J. T.

Barona

C. M.

Cram

J. T.

Hess

K. I.

, et al (2008). Assessing creativity with divergent thinking tasks: Exploring the reliability and validity of new subjective scoring methods. Psychology of Aesthetics, Creativity, and the Arts, 2(2), 68–85. http://doi.org/10.1037/1931-3896.2.2.68

182.

Simonton

D. K.

(1999). Creativity from a historiometric perspective. In Sternberg

R. J.

(Ed.), Handbook of creativity (pp. 116–133). Cambridge University Press.

183.

Snyder

H. T.

Hammond

J. A.

Grohman

M. G.

Katz-Buonincontro

(2019). Creativity measurement in undergraduate students from 1984–2013: A systematic review. Psychology of Aesthetics, Creativity, and the Arts, 13(2), 133–143. https://doi.org/10.1037/aca0000228

184.

Soroa

Balluerka

Hommel

Aritzeta

(2015). Assessing interactions between cognition, emotion, and motivation in creativity: The construction and validation of EDICOS. Thinking Skills and Creativity, 17, 45–58. https://doi.org/10.1016/j.tsc.2015.05.002

185.

Steele

L. M.

Hardy III

J. H.

Day

E. A.

Watts

L. L.

Mumford

M. D.

(2021). Navigating creative paradoxes: Exploration and exploitation effort drive novelty and usefulness. Psychology of Aesthetics, Creativity, and the Arts, 15(1), 149–164. https://doi.org/10.1037/aca0000236

186.

Sunne

(1917). A comparative study of white and negro children. Journal of Applied Psychology, 1(1), 71–83. https://psycnet.apa.org/doi/10.1037/h0073489

187.

Tan

C. S.

Tan

S. A.

Cheng

S. M.

Hashim

I. H. M.

Ong

A. W. H.

(2019). Development and preliminary validation of the 20-item Kaufman domains of Creativity Scale for use with Malaysian populations. Current Psychology, 40, 1946–1957. https://doi.org/10.1007/s12144-019-0124-8

188.

Tan

Mourgues

Bolden

D. S.

Grigorenko

E. L.

(2014). Making numbers come to life: Two scoring methods for creativity in Aurora’s Cartoon Numbers. The Journal of Creative Behavior, 48(1), 25–43. https://doi.org/10.1002/jocb.39

189.

Teo

L. K. C.

Waugh

R. F.

(2010). A Rasch measure of fostering creativity. Creativity Research Journal, 22(2), 206–218. https://doi.org/10.1080/10400419.2010.481534

190.

Thys

Sabbe

De Hert

(2014). The assessment of creativity in creativity/psychopathology research—a systematic review. Cognitive Neuropsychiatry, 19(4), 359–377. https://doi.org/10.1080/13546805.2013.877384

191.

Tidikis

Ash

I. K.

Collier

A. F.

(2017). The interaction of emotional valence and arousal on attentional breadth and creative task performance. Creativity Research Journal, 29(3), 313–330. https://doi.org/10.1080/10400419.2017.1360068

192.

Tierney

Farmer

S. M.

(2002). Creative self-efficacy: Its potential antecedents and relationship to creative performance. Academy of Management Journal, 45(6), 1137–1148. https://doi.org/10.5465/3069429

193.

Tomassoni

Treglia

Tomao

(2018). Creativity across cultures: A comparison between Ugandan and Italian students. Creativity Research Journal, 30(1), 95–103. https://doi.org/10.1080/10400419.2018.1411565

194.

Torrance

E. P.

(1966). Torrance tests of creative thinking norms—Technical manual research edition—Verbal tests, Form A and B-figural tests, Forma A and B. Personnel Press.

195.

Torrance

E. P.

(1977). Discovery and nurturance of giftedness in the culturally different. Council on Exceptional Children.

196.

Torrance

E. P.

(1990). Thinking creatively with words, verbal booklet B. Scholastic Testing Service.

197.

Ushakov

D. V.

(2010). Olympics of the mind as a method to identify giftedness: Soviet and Russian experience. Learning and Individual Differences, 20(4), 337–344. https://doi.org/10.1016/j.lindif.2010.04.012

198.

Wallach

M. A.

Kogan

(1965). Modes of thinking in young children. Holt, Rinehart and Winston.

199.

Wang

Long

(in press). Re-examine subjective creativity assessments in science tasks: An application of rater-mediated assessment framework and Many-Facet Rasch Model. Psychology of Aesthetics, Creativity, and the Arts.

200.

Wang

Zhang

Martocchio

(2011). Thinking outside of the box when the box is missing: Role ambiguity and its linkage to creativity. Creativity Research Journal, 23(3), 211–221. https://doi.org/10.1080/10400419.2011.595661

201.

Watts

L. L.

Steele

L. M.

Song

(2017). Re-examining the relationship between need for cognition and creativity: Predicting creative problem solving across multiple domains. Creativity Research Journal, 29(1), 21–28. https://doi.org/10.1080/10400419.2017.1263505

202.

Whipple

G. M.

(1910). Manual of mental and physical tests: A book of directions compiled with special reference to the experimental study of school children in the laboratory or classroom. Ayer Company Pub.

203.

Wiggins

(2011). A true test: Toward more authentic and equitable assessment. Phi Delta Kappan, 92(7), 81–93. https://doi.org/10.1177%2F003172171109200721

204.

Wilson

Taylor

K. A.

(2020). The quest for the education: Racism, paradox, and interest convergence in the life of George Washington Carver. Educational Considerations, 45(2), n2. https://doi.org/10.4148/0146-9282.2188

205.

Wong

Niu

(2013). Cultural difference in stereotype perceptions and performances in nonverbal deductive reasoning and creativity. The Journal of Creative Behavior, 47(1), 41–59. https://doi.org/10.1002/jocb.22

206.

Woodward

Sikes

P. L.

(2015). The creative thinking ability of musicians and nonmusicians. Psychology of Aesthetics, Creativity, and the Arts, 9(1), 75–80. https://doi.org/10.1037/a0038177

207.

World Economic Forum. (2018). The future of jobs report 2018. https://www.weforum.org/reports/the-future-of-jobs-report-2018

208.

Wujec

(2010). Tools: Marshmallow challenge. https://www.tomwujec.com/marshmallowchallenge

209.

Zenasni

Mourgues

Nelson

Muter

Myszkowski

(2016). How does creative giftedness differ from academic giftedness? A multidimensional conception. Learning and Individual Differences, 52, 216–223. https://doi.org/10.1016/j.lindif.2016.09.003

210.

Zeng

Proctor

R. W.

Salvendy

(2011). Can traditional divergent thinking tests be trusted in measuring and predicting real-world creativity? Creativity Research Journal, 23(1), 24–37. https://doi.org/10.1080/10400419.2011.545713

211.

Zhao

(2015). A world at risk: An imperative for a paradigm shift to cultivate 21st century learners. Society, 52(2), 129–135. http://doi.org/10.1007/s12115-015-9872-8

212.

Zhao

(2018). What works may hurt—Side effects in education. Teachers College Press.