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Michael Carvajal ENG 112-15 Megan Keaton 12 April 2013 Batey, Mark. "The Measurement of Creativity: From Denitional Consensus to the Introduction of a New Heuristic Framework." Creativity Research Journal. 24.1 (2012): 55-65. Print. Mark Batey is a member of Psychometrics at Work Research Group located in Manchester Business School. The main focus of this article is on how researchers measure creativity. Batey begins the first page of the article by stating that creativity has always been an interest for researchers. He provides the different perspectives that some researchers will hold while researching some form of creativity. Batey then devotes the next two pages explaining the complexity for the definition of creativity. He explains that even some cultures, such as the Greeks, could have a different interpretation of creativity from another culture. The remaining portion of the journal focuses on the measurement of creativity. Batey gives a brief history of how creativity was measured in the past and follows it up with a new scale called, the heuristic framework. This framework includes multidimensional analysis in order to identify creativity. He includes a 3-D model with his explanation of the new framework. The author of this article provides readers with sufficient supporting evidence, which can be seen by the reference work. Batey also provides great details in explaining a complex idea such as the heuristic framework. To make sure that he appeals to a larger audience, Batey even includes a figure to help people understand the convoluted model. It is also interesting to see that the title the author uses is an exact template to the organizational pattern of the research

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journal. Batey does not use too many pages explaining the history behind research on creativity; instead the majority of his journal emphasizes the understanding of measuring creativity. This article is a great representation of how complex the topic of creativity can become. This journal discusses the basic principles of scaling creativity, but I can apply those principles to my argument. The measurements discussed can perhaps be compared to that of the Torrance Tests of Creative Thinking. Table 1 would be a beneficial asset to my paper. It provides me multiple definitions of creativity that range from one line in length to a paragraph description; I could use these definitions as part of my introduction, more specifically as my opening. The table supports the claim that creativity cannot simply be defined in one way; this claim will present the question that if we cannot even properly define creativity, then how could we measure it? This is the type of article that I must re-read and re-analyze because of the terminology that the author uses and because of his complicated subject of the heuristic framework. I should also note that this is a research paper that discusses how to research creativity in a quantitative form. This means that although the information in this paper is important, I should carefully pick what type of information I would want to include in my essay. Little by little, creative acts became associated with the abilities and dispositions of the person. How creativity is dened is crucial to how the construct is studied. The most common forms of assessment have usually involved objective measures of creativity. As intimated, the earliest psychological studies of creativity focused upon intellectual factors.

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Brookhart, Susan M. "Assessing Creativity." Educational Leadership 70.5 (2013): 28-34. Academic Search Complete. Web. 5 Mar. 2013. This article focuses on how creativity is measured in the classroom. Brookhart begins the article by giving an example of a creative work versus a common work completed by fifth graders. She then attempts to define creativity in a formal way, similar to how you would see it in a dictionary, and she explains creativity in terms of the previous example. The rest of the article then lists the criteria of creativity. With this table, teachers can give proper feedback to the work of different school children. Brookhart emphasizes the importance of providing feedback to students because not only does it assess creativity but it can enhance a students creative abilities. She also emphasizes the fact that creativity is such a complex ability. She states that there is no single formula that will always work when giving the proper feedback to children and their creative abilities. Brookharts argument is strongly supported by her use of logic appeals which is represented by academic figures, and she utilizes emotional appeals. Brookhart uses pathos effectively by including various pictures of schoolchildren. One shows a group of students who are working intently with their teacher which portrays a sense of unity. Another picture shows a school girl who is showing what she drew while giving a smile which conveys a sense of accomplishment. The author also creates an emotional appeal by her tone on the paper; readers develop a sense of optimism when reading all the different methods of giving feedback to creative students. Brookhart is an education consultant and a research associate in the Center for Advancing the Study of Teaching and Learning, which adds to her credibility. With each statement, she provides supporting evidence which is visible by the heavy use of for example It is interesting to see that Brookharts use of formal elements such as a table and

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criteria is used to explain a convoluted subject. The author also organizes this article in such a way so that it represents a check list for creativity. I will use this article as an explanation on how to prepare for a creativity tests. The basis of this article is to examine what is creative (or what is not) and to give feedback that would promote creativity. This process is important to include in my paper to explain to the opposition on how one would prepare for such a complex test. This information may also be used to become the compromise of my argument. The compromise would be that instead of having a standardized test for creativity, there should be changes teaching methods across the nation that would properly identify and foster creativity. It is also important to note that this article was written in 2013, making the information relevant to the current educational issues. Of course, a poem that is uninterpretable or meaningless, no matter how original, cant be creative. Before you can assess creativity, you need to make sure that the tasks you set for students are conductive to creativity. Creativity is not a synonym for clever, humorous, artistically pleasing, enthusiastic, or persuasive. Teachers can assess creativity at every grade level and in every subject, using both basic and complex student work.

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Kim, Kyung. "Can We Trust Creativity Tests? A Review of the Torrance Tests of Creative Thinking (TTCT)." Creative Research Journal. 18.1 (2006): 3-11. Print. This research journal goes into great detail about the Torrance Tests of Creative Thinking (TTCT) and its trustworthiness. However, Kim only focuses on one version of the test, the TTCT-Figural, leaving out the TTCT-Verbal. Kim informs the reader on various aspects of the TTCT such as its purpose, what is in it (rubric), how reliable it is the level of validity, and its use in finding talented learners. Kim then provides possible suggestions for further development of the TTCT such as using electronic scoring or utilizing the Internet. Kim ends the article with final thoughts about the TTCT and gives an overall positive opinion. Kim uses an abundance of supporting evidence for the thesis. There are pages of his bibliography which suggests that Kim uses a variety of professional sources to support his claim. Kims organizational pattern throughout the journal is also effective. He provides a chronological outline of the TTCT starting with its original purpose and ending with the tests ability to find gifted learners. Kim wants to appeal to a larger audience since he explains some of the more complicated procedures, such as the results of statistical analysis. He also provides support for both sides of the argument; he presents evidence that is against the TTCT and evidence for it which implies that Kim is not biased. This source is indispensable for my paper. It provides all the research that I need for the most profound creativity test, the TTCT. I can use parts of this research journal as my introduction to provide background information. I can use many elements of this journal as supporting evidence to my argument. There are even arguments of the opposition that I could use in my paper. Kims conclusion could also be used as part of my conclusion. From this article, I can form a compromise to my argument. Instead of inserting creativity in a standardized test, we

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can use the TTCT as the groundwork for developing a more accurate creativity test; one that has more reliable results and would allow people to be less skeptical. According to Torrance, creative motivation and skills as well as creative abilities are

necessary for adult creative achievement to occur. The tests were not designed to simply measure creativity, but instead to serve as tools

for its enhancement. Treffinger concluded that, given the complexity of creative thinking, the TTCT can be

seen as having reasonable reliability for group and research applications. Therefore, Torrance showed that the TTCT is not only a divergent thinking test but also

a creativity test as of the 1984 revisions.

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Popham, James. "Why Standardized Tests Don't Measure Educational Quality." Educational Leadership. Mar 1999: n. page. Web. 1 Apr. 2013. The author of this article, James Popham, is a professor at UCLA who provides suggestive insight to the topic of the validity of standardized tests. He explains the two types of standardized tests: aptitude and achievement. Popham then provides readers with relatable hypothetical situations to support his claims. The author explains the basic function of the standardized tests, what they measure, and how accurate the results are. He then explains what can cause for the various test results such as what is taught in school, what the student is learning outside of school, and a students natural learning ability. The author maintains a neutral tone throughout the article. There was never a point where the reader might have felt that the author was being extreme on an opinion. Popham delivers multiple refutations in this article which greatly enhances his credibility and it suggests that the article is not biased. The author provides a key distinction in the article. He claims that standardized tests are excellent in providing evidence on a students knowledge but they should not be used to measure a students educational quality. He uses transitional words like but and however frequently so that both sides of the argument is constantly in synchronization. Popham uses elements of logos as well as similes which creates a strong communication bridge between what is being explained and what the readers understand. Some of Pophams reasoning resembles the views of Bookhart in which they both believe that a lot could be done in the classroom with the proper instructions. This article provides excellent similes that I could probably quote in order for readers to better understand the issue. I could also use the idea that there are not enough questions for each subject area to evaluate a students comprehension for that same area. Having the views of a

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professor while increase the credibility of my paper. I could use segments of this article to support both sides of the argument of my paper. With this article, I could introduce the idea that standardized tests alone provide doubt to some educators, so perhaps an addition (creativity) should be made to the tests. Popham is a perfect candidate for the voice of reason in which he may be the mediator of a debate. Employing standardized achievement tests to ascertain educational quality is like measuring temperature with a tablespoon. Tablespoons have a different measurement mission than indicating how hot or cold something is. In view of the nation's substantial curricular diversity, test developers are obliged to create a series of one-size-fits-all assessments. What teachers need are assessment instruments that measure worthwhile skills or significant bodies of knowledge. Similarly, if teachers know how their students compare with other students nationwide, they can use this information to devise appropriate classroom instruction.

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Reinartz, Werner. "Measuring Creativity: We Have the Technology." HBR Blog Network. Harvard Business Review, 12 Mar 2013. Web. Web. 21 Mar. 2013. <http://blogs.hbr.org/cs/2013/03/measuring_creativity_we_have_t.html>. Werner writes this blog post to tell readers that we should test for creativity. He explains that since the technology to test for creativity is available, then the technology should be used. Werner starts the blog by providing the findings of psychologists Guildford and Torrance. He then informs readers on the basic principle of the creative process divergent thinking. The blog delves into why only a few people commit to this type of thinking. Werner introduces the argument that people feel powerless when it comes to creative abilities, but he then refutes it by referencing the Torrance Test of Creative Thinking which gives a number to a persons creative abilities. By the end of the post, Werner states his view of the argument. He believes that creativity should be scaled and once it is accomplished, some interesting correlations may ensue. Given the evidence provided by this article, Werner does not fully support his argument. He simply stated the findings of a study conducted over forty years ago and included his viewpoint. Werners main source of information is from the original pages of Wikipedia entries, which is alarming since he is a professor at a university. Werner also lacks sufficient evidence for the opposing argument, only giving a one-sentence refutation. Werner would have benefited if he have specified what could be achieved if creativity was commonly measured. However, this article is not his master thesis, it is a blog post, so I would not expect it to have many of the qualities of a professional college paper. This blog post will not be used as a source of factual information. Instead, I find the viewpoints of a university professor as a valuable supporting detail for my argument. I will probably use one of Werners quotes in the body paragraph that supports testing for creativity. If

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I include a marketing professors opinion that creativity should be tested, then people would assume that professors of other fields, such as in education or psychology, would agree. People feel powerless when it comes to creativity. Its not something they can really control or measure. The results showed that the correlation between the TTCT measures and for the lifetime creative accomplishment was more than three times stronger than the correlation between creative accomplishment and childhood IQ. Clearly, if youre going to be creative, you need to apply divergent thinkingBut the numbers show that remarkably few people engage in divergent thinking.