CREATIVITY TEST

AIM
The objective of this test is to assess the student's creativity through four basic components:
• Fluency: it is the ability to produce many ideas, it is assessed by the number of
responses that the student gives.
• Flexibility: It is the ability to see and approach situations in different ways. This
component of creativity is assessed by analyzing how many categories of
differentiated responses the student is capable of producing.
• Elaboration: it is the ability to enrich any production with details that, although not
necessary to explain the main idea, enhance it.
• Originality: ability to produce responses that are rare in the environment.
APPLICATION
Different graphic and verbal tasks are presented to be completed by the students.
It is convenient to apply the test to the entire group of students to compare the different
productions and be able to appreciate certain components of divergent thinking, such as, for
example, originality.
CORRECTION
To try to contrast the "subjectivity" factor when correcting this test, it is proposed that at
least three different people evaluate the students' achievements, using a scale of 1 to 10, to
rate each of the components of creativity. . Subsequently, an average score will be obtained
for each aspect assessed and an overall score as the final result of the test.
Annex 2 presents different productions considered as a sample of responses that have been
considered creative by different judges.
INCOMPLETE FIGURES
(I )
Name:____________________Surnames:___________________________

Imagine that someone has started drawing but has not finished the next drawings. You finish drawing
them, but make a drawing that you think no one else in the class will think of.

Adaptation of Torrance's Incomplete Figures test (1969).

 INCOMPLETE FIGURES (II
)

Name: Surnames:

Imagine that someone has started drawing but has not finished the next drawings. You finish drawing
them, but make a drawing that you think no one else in the class will think of.
 SQUARES

Name:____________________Surnames:___________________________

Make a different drawing with each of these squares.

Torrance circle task adaptation (1969).

 CIRCLES

Name:____________________Surnames:___________________________

Make a different drawing with each of these circles

Torrance circle task adaptation (1969).

 DIVERGENT VERBAL TYPE PRODUCTION (I) (Written or oral performance)

Name:____________________Surnames:___________________________

Think of all the different games you could play with a rope. The more things you can think of, the better.
 DIVERGENT PRODUCTION OF VERBAL TYPE (II)
(Written or oral performance)

Name:____________________Surnames:___________________________

Imagine an alien that looks nothing like humans like us. Explain how you imagine it.
 DIVERGENT PRODUCTION OF VERBAL TYPE (III)
(Written or oral performance)

Name:____________________Surnames:___________________________

Invent a new animal that does not exist in reality, and explain what it is like, what it will eat, where it will
live...
 CORRECTION TEMPLATE

Student:_____________________________________ Course___________

FLUENCY 0 1 2 3 4 5 6 7 8 9 10
FLEXIBILITY D
0 1 2 3 4 5 6 7 8 9 10

ORIGINALITY D
0 1 2 3 4 5 6 7 8 9 10

PREPARATION
0 1 2 3 4 5 6 7 8 9 10

Score on each factor: Average of the scores of the 3 judges.

•Fluency:
•Flexibility:
•Originality:
•Elaboration:

Global score: Sum of the scores of the four factors divided by 4.

•Overall Score:

HIGH CREATIVITY MEDIUM-HIGH MEDIUM-LOW LOW CREATIVITY

CREATIVITY CREATIVITY
10 - 7’5 7’5 - 5 5 - 2’5 2’5 - 0