Creativity Tests- Torrance & Baqer Mehdi Test of Creativity

Creativity Tests- Torrance & Baqer Mehdi Test of Creativity

Creativity test may be used in the identification of the creativity among the students or an individual. Some of the standardized tests for creativity are:

1. Creativity standardized tests in abroad:
   • Minnesota tests for creative thinking.
   • Guildford’s divergent thinking instruments.
   • Remote association tests.
   • Torrance tests of creative thinking
   • C test of creative ability.
   • Wallach and Kogan creativity instruments
2. The tests standardized in India
   • Baqer Mehdi’s tests of creative thinking.
   • Passi’s tests of creativity
   • Sharma’s divergent production abilities test.
   • Saxena’s tests of creativity.

Creativity is a complex blend of number of abilities and traits, and hence all the creative test mentioned above attempt to measure several dimensions of one creative behaviour through their test items― verbal and non-verbal. The dimensions of creativity commonly measured through these tests are:

1. Fluency
2. Flexibility
3. Originality
4. Unusual responses
5. Resistance to premature closure
6. Elaboration, etc.

Torrance Tests of Creative Thinking

This test was developed by E. Paul Torrance, the American psychologist. This test covers both verbal and non-verbal activities performed by the subjects and are claimed to be successfully used from kindergarten to Graduate School. All the activities performed in this tests are evaluated in terms of originality, fluency, flexibility and elaboration, etc.

The non-verbal form or the figural form requires following activities or sub-tests:

1. Figure or picture completion test- In this sub-test there are some incomplete figures. The subject is asked to complete these figures by adding new dimensions or lines for providing new ideas. He is also asked to give suitable title for the completed figures or pictures.
2. Picture or figural construction test- In this sub-test, the subject is provided with a piece of coloured paper cut into curved shape and asked to think of a figure or picture of which this piece of paper may be a part. He is allowed to add new ideas to make this figure as interesting and meaningful as possible. He is also asked to give suitable title for the completed figures or pictures.
3. Parallel lines test- In this sub-test, there are several pairs of straight lines and the subject is required to draw as many objects on pictures by using each pair. He is also asked to provide the title for each of his drawings.

The verbal Forms

They are also employed as verbal testing device. It incorporated tasks which require the use of language. The subject is required to provide written responses to the questions put in front them. The verbal activities are performed in following manner:

1. Asking type- In asking type of activities, the subject is encouraged to reveal his ability to perceive all things which are not normally perceived by other. The help of pictures may be taken for this purpose.
2. Guess causes and consequences type- In this both type of guessing activities are focused at revealing the subject’s ability to formulate hypothesis concerning cause and effect. For g. A picture may be presented in the subject may be asked to guess what lies behind the situation in the picture and what its consequences maybe.
3. Product improvement type- In this type of activities the subject is asked to suggest ways and measures of improving a toy, machine or some other product to make it as interesting and useful.
4. Unusual uses type- These devices are meant to test the subject’s divergent thinking about the number of ways in which a product may be used. For example in how many unusual ways can a knife be used?
5. Unusual question type- In this, the subject is required to ask as many unusual questions as he can about a picture seen or verbal description.
6. Just suppose type- In this, the subject is required to predict the outcomes of unusual situations. For example what would have happened if you have been provided with a magical

Baqer Mehdi’s Verbal and Non-Verbal Tests of Creativity

This test was developed by Dr. Baqer Mehdi. It was published by the National Psychological Corporation, Agra. It consists of 4 verbal and 3 non-verbal sub-tests.

Verbal Test

1. Consequence Test- 12 minutes are allowed for this test. Some questions are provided and subject is allowed to think ok of as many consequences as possible. E.g. what would happen if a man could fly like birds?
2. Unusual uses test- Time allowed is 15 minutes. It consists of questions light right as many novel, interesting and unusual uses of the object as you can think of like a piece of stone, wooden stick, water etc.
3. New relationship test- Time allowed 15 minutes. Some pairs of words are given and subject is asked to establish as many relationship among the given pairs as possible. E.g. water, sugar.
4. Product improvement test- Time allowed is 6 minutes. In this, for example a toy is given and subject is asked to think of as many new things or features to make the toy more useful and interesting.

Non-Verbal test

1. Picture construction test- Time allowed is 20 minutes. Suppose that two simple geometrical figures like a semi-circle or square are given and the subject has to construct an elaborate pictures using each figure as an integral part. For each picture the subject has to give a separate title.
2. Line figures completion test- Time allowed=15 minutes. 10 incomplete drawings or figures are given and the subject is required to draw meaningful and interesting pictures using each of them and give them appropriate titles.
3. Pictures construction test- Time allowed= 10 minutes. Seven triangles and seven ellipses are shown. Subject is required to construct different meaningful and interesting pictures by using these figures in multiple association.

Important links

• Measurement of Personality- Methods and Techniques
• Transfer of Learning: Types | Theories |Educational Implications
• C.T. | Aims of ICT| Use of LCD & CCTV in Education
• National Integration: Meaning | Causes and Need
• Overhead Projector (OHP): Mechanism & Use in Education
• Technology of Education Vs. Technology in Education
• Graphs and Charts: Meaning and Type | Importance of Charts
• Statistics: Nature | Importance & Limitation with pdf

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