Applying Automated Originality Scoring to the Verbal Form of Torrance Tests of Creative Thinking

Autor/inn/en	Acar, Selcuk; Berthiaume, Kelly; Grajzel, Katalin; Dumas, Denis; Flemister, Charles; Organisciak, Peter
Titel	Applying Automated Originality Scoring to the Verbal Form of Torrance Tests of Creative Thinking
Quelle	In: Gifted Child Quarterly, 67 (2023) 1, S.3-17 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Acar, Selcuk) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0016-9862
DOI	10.1177/00169862211061874
Schlagwörter	Creative Thinking; Creativity Tests; Scoring; Automation; Verbal Tests; Predictive Validity; Undergraduate Students; Gifted; Identification; Torrance Tests of Creative Thinking + Suchen Sie Ihr Suchwort? Kreatives Denken; Creativity test; Kreativitätstest; Bewertung; Mündliche Prüfung; Begabter, Hoch Begabter; Identifikation; Identifizierung
Abstract	In this study, we applied different text-mining methods to the originality scoring of the Unusual Uses Test (UUT) and Just Suppose Test (JST) from the Torrance Tests of Creative Thinking (TTCT)--Verbal. Responses from 102 and 123 participants who completed Form A and Form B, respectively, were scored using three different text-mining methods. The validity of these scoring methods was tested against TTCT's manual-based scoring and a subjective snapshot scoring method. Results indicated that text-mining systems are applicable to both UUT and JST items across both forms and students' performance on those items can predict total originality and creativity scores across all six tasks in the TTCT-Verbal. Comparatively, the text-mining methods worked better for UUT than JST. Of the three text-mining models we tested, the Global Vectors for Word Representation (GLoVe) model produced the most reliable and valid scores. These findings indicate that creativity assessment can be done quickly and at a lower cost using text-mining approaches. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01