Assessing Creativity in the Classroom

By Baptiste Barbot, M. Besançon, Todd Lubart. 2011

145 citations recorded by the source corpus.

This article provides a historical presentation of creativity assessment from a psychological perspective (since Guilford), from traditional divergent thinking tasks, to current theoretical models of creativity assessment which allow creativity to be assessed in different domains, capturing the multidimensionality of creative potential (e.g. EPoC). These techniques and alternative assessment tools are contextualized by addressing their interest for educational programs which take into account children's needs (as suggested by their creative profile). Finally, we discuss the importance of assessing creativity reliably in the classroom, to study the efficiency of these educational intervention programs aiming to promote student creativity.

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/bf5d94506fecadcdeb033b45c3867ff8bbad681e

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In Cognitive Neuroscience

In Experimental and Cognitive Psychology

Citations in the corpus

The generality-specificity of creativity: Exploring the structure of creative potential with EPoC (2016, background): “…(within the set of targeted creative outcomes), which represents, thus far, a severe limitation of existing “general” creative potential measures (Barbot et al., 2011; Haensly & Torrance, 1990; Houtz & Krug, 1995) often used as predictor of “specific” creative outcomes (e.g., Barbot & Tinio,…”
Creative potential in educational settings: its nature, measure, and nurture (2015, methodology): “Among numerous creative potential assessments that were developed to date, many resource-based approaches have focused on a limited set of components thought to contribute to creativity (Barbot, Besançon, and Lubart 2011).”