ASSESSMENT OF CREATIVE

SKILLS AT PRIMARY LEVEL

S U B M I T T E D T O : D R M U S H TA Q
SUBMITTED BY : SAEEDA RIMSHA
ROLL NO: 5
MPHIL 2ND SEMS
• What are creative skills ?
• Assessment of creative skills
• Statement of the problem
• Objective
• Methodology
• Challenges to the assessment of creative skills
• Methods of assessment of creative skills
• Trends found in the assessment of creative skills
• Analysis
• Conclusion
 WHAT ARE CREATIVE SKILLS

• Being creative means thinking beyond the boundaries of what

is possible
• Being creative means the ability of persons to create novel
concepts.
• Creative skills can be defined as established abilities that are
intentionally developed or improved by practice and feedback
and generate innovative and beneficial outcomes
 ASSESSMENT OF CREATIVE SKILLS

• Assessing creative skills at the primary level involves

recognizing and evaluating a child's ability to think creatively,
solve problems, and express themselves through various forms
of art and innovation
• Creative skills assessments should focus on providing
opportunities for children to showcase their creativity
 WHY THE ASSESSMENT OF CREATIVE
SKILLS IS REQUIRED
• Assessing creative skills in children is essential:
1. to nurture their talents
2. prepare them for future success
3. contribute to their overall personal and intellectual
development.
It ensures that education is not solely focused on traditional
academic skills but also on fostering imagination, innovation, and
the ability to think outside the box.
 STATEMENT OF THE PROBLEM:

• The purpose of this study is to determine the different types of

assessments, through which creative skills within children can
be assessed
• Its aim is to determine that, how boys and girls of primary
level are different in their creative skills.
• Objectives:
• The objectives of this study is
• 1. To find the commonly used method for the assessment of
creative skills at primary level
• 2. To explore the trends in the assessment of creative skills
among children
 METHODOLOGY

• In this, a qualitative overview on the different assessments of

creative skills has been done so that effective method for the
evaluation of creative skills can be determined.
• The research of different scholars on the assessment of
creative skills of children was read and the existence of
different trend was observed. For this purpose a narrative
review of research articles on the assessment of creativity has
been done.
CHALLENGES TO THE ASSESSMENT OF
CREATIVE SKILLS AT PRIMARY LEVEL
• No universally accepted definition of creativity.
• Creativity is a complex skill that involves multiple cognitive
processes.
• Creative skills can manifest themselves in different ways.
• Creativity is often subjective.
• Creative skills are often difficult to quantify.
• fluency: the ability to produce a large number of ideas
• flexibility: the ability to produce a large variety of ideas
• elaboration: the ability to develop, embellish, or fill out an
idea
• originality: the ability to produce ideas that are unusual,
statistically infrequent, not banal or obvious.
 TORRANCE TEST OF CREATIVE
THINKING
• The Torrance Tests of Creative Thinking (TTCT) are a set of
standardized tests that measure different aspects of creative
thinking, including fluency, flexibility, originality, and
elaboration.
• They were developed by Ellis Paul Torrance in the 1960s
and have been used extensively in research and educational
settings.
THE TTCT CONSISTS OF FOUR SUBTESTS:

• *Figural: The examinee is presented with a drawing of a simple

object and asked to generate as many different uses for the object
as possible.
• Verbal: The examinee is given a list of words and asked to write
as many different sentences as possible that include all of the
words.
• Picture Construction: The examinee is given a drawing of a
simple scene and asked to add details to the drawing to make it
more interesting or unusual.
• Product Improvement: The examinee is given a common object
and asked to think of as many ways to improve it.
FIGURAL
VERBAL
PICTURE DEPICTION
 ALTERNATE USES TEST (AUT)

The Alternate Uses Test (AUT) is a simple but effective test of

creative thinking.
• It is a divergent thinking test, which means that it measures
the ability to generate multiple and original ideas in response
to a stimulus.
• The AUT can be used to assess creative skills in a variety of
domains, including the arts, sciences, and business.
• To take the AUT, participants are given a common object,
such as a brick or a paper clip, and asked to generate as many
different uses for the object as possible. There is no time limit
for the test, but participants are typically given a few minutes
to complete it.
• The AUT is scored on the number of different uses that are
generated. The more different uses that are generated, the
higher the score. However, the quality of the ideas is also
important. Some ideas may be more original or creative than
others.
 CONSENSUAL ASSESSMENT
TECHNIQUE
• The Consensual Assessment Technique (CAT) is a method of
assessing creative products or performances that was
developed by Teresa Amabile in the 1980s.
• The CAT is based on the idea that creativity is best assessed by
a group of experts who are familiar with the domain in which
the work was created.
• To conduct a CAT assessment, a group of experts is assembled
and given the creative product or performance to evaluate.
• The experts are asked to rate the work on a number of
different criteria, such as originality, fluency, and elaboration.
• The experts' ratings are then averaged to produce an overall
score for the work.
PRODUCT ASSESSMENT CHEACKLIST

• The Product Assessment Checklist (PAC) is a method of

assessing creative products or performances that was
developed by Mihaly Csikszentmihalyi in the 1990s.
• The PAC is based on the idea that creativity is best assessed
by considering a variety of different factors, including the
originality, fluency, elaboration, and impact of the work.
• The assessor rates the product or performance on each of these
criteria using a scale of 1 to 5, with 5 being the highest rating.
The ratings are then averaged to produce an overall score for
the work.
• The PAC has been shown to be a reliable and valid method
of assessing creative performance. It has been used to assess
creativity in a variety of domains, including the arts, sciences,
and business.
 EVALUATION OF POTENTIAL
CREATIVITY
• A creative expression test called the EPoC was created, tested
on French students, and is currently offered in the United
States.
• To improve score accuracy, there is an online training system
and developmentally appropriate standards accessible.
• Several nations are working on developing EPoC
• Expert judgments involve asking experts to rate a student's
creative work or performance.
• Barboat, Beasoncon and Lubart ,. 2016 utilized the technology
of Evaluation of Potential Creativity
 TRENDS FOUND IN THE
ASSESSMENT OF CREATIVE
SKILLS
• Effects of Training Programs on the Creative Thinking of
Primary School Children
• Developing children's language creativity through telling
stories
• Effects of Age and Gender on creative skills:
• Effect of science based activity on creative skills
• Impact of educational method on creative skills
• Impact of computer experience on creative skills
• Impact of mathematical creative approach on mathematical
creativity
EFFECTS OF TRAINING PROGRAMS ON THE
CREATIVE THINKING OF PRIMARY SCHOOL
CHILDREN

• Lucchiari, Sala, and Vanutelli 2019 aimed to demonstrate that

creative thinking can be trained in primary school level
• Objective:
• The goal of this experimental research was to
demonstrate that creative thinking could be trained
in primary school children.
• The aim was to investigate whether children’s
attitude to think divergently would improve after
participating in a creativity training made up of 10
interactive one-hour long sessions.
• 224 children belonging to 10 primary school classes
• Techniques utilized
• Test of Child Creativity
• Group Creativity Assessment
• Findings
• Classes which received training session showed improvement
in divergent thinking as compared to control group
IMPACT OF A PLAY PROGRAM ON VERBAL AND GRAPHIC–
FIGURAL CREATIVITY

• Garaigordobil 2006 evaluated a play program designed to

stimulate creativity in children.
• objectives:
• To stimulate verbal graphic and figural creativity in children
through play program
• quasi experimental pretest intervention-posttest was used
• 86 children aged 10 and 11 years, 54 experimental and 32
control, distributed in 4 groups.
 TECHNIQUES

• 7 verbal and figural tasks from Torrance's Tests of Creative Thinking

• Verbal activities : Four activities were administered. The first three were
based on a drawing and gave the child the opportunity to ask questions about
the drawing to find out more about it and to guess possible causes and
consequences of what was happening in it. The time limit per activity was 5
min. The fourth activity was at ask for improving a product in which the
participant was asked to suggest ideas on changes that could be made to a
toy to make it more fun
• graphic: In the first, “construction of a drawing,” the participant is
presented with a black blot and asked to do a drawing that includes it and
give the drawing a title. In the second, “drawings to complete,” participants
are given incomplete figures that they must complete. The third,
“lines/circles,” presents parallel lines or circles with which to make
drawings.
• weekly 2-hr intervention session throughout the school year.
• direct judgment by experts
• Findings
• Results of the analyses of variance suggest a positive effect of
the intervention, as the experimental participants significantly
increased their verbal creativity (originality) and graphic–
figural creativity
• The effects of the program were similar in boys and girls.
• Garaigordobil and Berrueco 2011 evaluated the impact of a
play program on the creative thinking of preschool children.
• The Torrance Test of Creative Thinking (Torrance, 1990) and
Behaviors and Traits of Creative Personality Scale
• Findings : the program significantly increased the verbal
creativity (fluency, flexibility, originality), graphic creativity
(elaboration, fluency, originality), and behaviors and traits of
creative personality
• the program stimulated a similar level of change in both sexes.
 DEVELOPING CHILDREN'S LANGUAGE
CREATIVITY THROUGH TELLING STORIES

• Smogorzewska 2014 tested the effectiveness of three

educational methods- story line, Associations Pyramid, and
Reading stories to children- in developing language creativity.
• Objectives
• It tested whether three educational methods – “Storyline”,
“Associations Pyramid”, and “Reading stories to children” –
are effective in developing language creativity.
 FINDINGS

• experimental groups (“Storyline”, “Associations Pyramid”)

had slightly better results than the control group (“Reading”),
but the difference was not significant
• The present study confirmed the effectiveness of the
“Storyline” and “Associations Pyramid” methods .
 IMPACT OF EDUCATIONAL METHOD
ON CREATIVE SKILLS:
• Begherpour and shamshiri 2018 analyzed the effectiveness of
Ban Ben Bon educational method on language learning and
creativity in preschool children in Shiraz, Iran
• semi-experimental
• 198 children studying in the preschools of Shiraz, Iran.
• Torrance test of creative thinking and function test including
11 questions
• Findings
• The results show that the educating method of Ban Ben Bon
had significant effect on language learning and reading but it
had insignificant effect on the creativity of preschool children
• it was found that among four elements of creativity, the
method just had a significant effect on innovation ( originality)
 EFFECTS OF AGE AND GENDER ON
CREATIVE SKILLS:
• Shah and Gustafasson 2021
Objective:
• the impact of age, gender, and testing environment on
children’s creativity in real-life settings.
• 111 children aged from seven to eleven years.
• verbal creativity tasks
• Techniques
• one verbal (Guilford’s Alternative Uses Task) and one figural
(Test for Creative Thinking–Drawing Production)
 • In the TCT-DP test, each participant was given two drawings to
complete. The TCT-DP Manual by Urban and Jellen (1996) was used to
conduct and code the drawings.
• For the Guilford’s Alternative Uses Task, a Ping-Pong ball was used.
Each participant had to write down the different uses this ball could
have

Findings
• On average, in the verbal task, girls tended to outperform boys in
fluency and flexibility
• divergent thinking, on average, increased with age for verbal originality
and verbal elaboration
• physical environment can affect differently children’s creative potential
 EFFECT OF SCIENCE BASED ACTIVITY
ON CREATIVE SKILLS
• Iqbal, Habib, and Saeed (2022) investigated the impact of
science activities on pre-schoolers’ creative thinking
• researchers used one-group pretest-posttest designs
• the Torrance Creative Thinking Test (TCTT) before providing
intervention (pre-test) and after completing the treatment (post-
test)
• Findings:
• The findings of the study revealed that results in the post-test
were significantly higher than the pre-test for TCTT fluency,
originality, elaboration, the abstractness of labels, premature
closure, overall figure,overall creative strength, and overall
creative thinking
• Mirzaie, Hamidi, and Anaraki 2009 explored the impact of
science activities on the creativity of male pre school children.
• simple science activities were done in 5 weeks by the
brainstorming teaching method.
• the Torrance’s Test of Creative Thinking (TTCT, Figural form
B)
• In the first subtest, picture construction, the child was asked
to make a picture from the pattern given.
• The second subtest, picture completion, consisted of 10
lines, a starting point that the child had to use to draw
different pictures and to give the pictures a title. The
third and final subtest, circles, consisted of 30 circles.
The aim was to make as many pictures as possible using
the 30 pairs.
• findings: a significant difference between experimental and
control groups and in the experimental group before and after
the education at TTCT scores was found
 IMPACT OF COMPUTER EXPERIENCE
ON CREATIVE SKILLS
• Shawareb 2011 investigated the impact of early computer
experience on creative thinking among Jordanian kindergarten
children
• qausi-experimental design
• does adding a computer to a kindergarten environment
enhance children's creative thinking?
• the Arabic Jordanian version of Torrance Tests of Creative
Thinking TTCT was used.
• groups have computer learning center, as well as pre-installed
developmentally appropriate educational software programs.
• Findings:
• The findings show statistically significant differences between
the experimental and the control groups only on creative
thinking total score.
• All dimensions show no significant differences between boys
and girls, and no effect of interaction between group and
gender,
 IMPACT OF MATHEMATICAL CREATIVE
APPROACH ON MATHEMATICAL CREATIVITY

• Hamid and Kamarudin 2021investigated the impact of

“Mathemsatical Creative Approach” on students’
mathematical creativity and achievement
• a total of 64 Form Four students from schools in Kuala
Lumpur;
• Objectives: aimed to determine the impact of the
Mathematical Creative Approach (MCA) on mathematical
creativity and mathematics achievement among students
• to explore the relationship between mathematical creativity
and achievement in mathematics
• total amount of correct answers (fluency), the total amount of
different categories in responses (flexibility), the uniqueness
of ideas (originality), and the explanation in the responses
(elaboration).

• Findings: showed that those participants who were exposed to

MCA reported significant positive changes in both outcome
variables (mathematical creativity and mathematics
achievement) as compared with those from the control group.
 ANALYSIS

• The literature review on the assessment of creative skills at the

primary level provides a number of valuable insights.
• First, it is important to note that there is no single definition
of creativity.
• This makes it difficult to develop a single assessment that can
capture all of the different aspects of creativity.
• Second, the literature review suggests that the most effective
assessments of creativity are those that are multidimensional.
• Gender has no effect on creative skills
• Science activities, educational programs, learning
environment, and teaching methods effect creative skills.
 CONCLUSION

• The findings of the literature review have a number of

implications for educators and researchers.
• educators should be aware of the different approaches to
assessing creative skills at the primary level.
• They should choose the approach that is most appropriate for
their specific goals and the needs of their students.
• educators should use multidimensional assessments of
creativity. This will help to ensure that they are getting a
complete picture of their students' creative abilities.