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Creativity Assessment in Higher Education

Creativity Assessment in Higher Education

Christine Charyton, Zorana Ivcevic, Jonathan A. Plucker, James C. Kaufman
Copyright: © 2009 |Pages: 19
ISBN13: 9781605666679|ISBN10: 160566667X|EISBN13: 9781605666686
DOI: 10.4018/978-1-60566-667-9.ch005
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MLA

Charyton, Christine, et al. "Creativity Assessment in Higher Education." Handbook of Research on Assessment Technologies, Methods, and Applications in Higher Education, edited by Christopher S. Schreiner, IGI Global, 2009, pp. 78-96. https://doi.org/10.4018/978-1-60566-667-9.ch005

APA

Charyton, C., Ivcevic, Z., Plucker, J. A., & Kaufman, J. C. (2009). Creativity Assessment in Higher Education. In C. Schreiner (Ed.), Handbook of Research on Assessment Technologies, Methods, and Applications in Higher Education (pp. 78-96). IGI Global. https://doi.org/10.4018/978-1-60566-667-9.ch005

Chicago

Charyton, Christine, et al. "Creativity Assessment in Higher Education." In Handbook of Research on Assessment Technologies, Methods, and Applications in Higher Education, edited by Christopher S. Schreiner, 78-96. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-667-9.ch005

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Abstract

This chapter discusses creativity assessment as a means for evaluating skills required in higher education. Creativity is assessed in the context of the creative person, process, product and press or environment. Creativity is also measured differently in various domains, which we illustrate using divergent thinking tests. A historical view of creativity assessment is addressed with a substantive approach to understanding the construct of creativity, its measurement and evaluation, and the broader implications for use in higher education settings. The authors provide a comprehensive overview of the different ways creativity is assessed and hope to inform researchers concerned about finding ways to better individualize instruction and to evaluate the effectiveness of educational programs.

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