Year: 2011
Type: article
Abstract: 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.
Source: The Open Education Journal
Author: Baptiste Barbot
Institutions: Yale University, Laboratoire Adaptations Travail-Individu
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2143078786