A short test. Figured shape.
An abbreviated version of the figurative (figured) battery of P. Torrance's creativity test is the task "Finish the drawing".
The task "Finish the drawing" is the second subtest of the figured battery of tests creative thinking P. Torrance.
The test can be used to examine the creative giftedness of children, starting with preschool age(5-6 years old) and up to the final grades of school (17 - 18 years old). The subjects should give answers to the tasks of these tests in the form of drawings and captions to them. If children cannot write or write very slowly, the experimenter or his assistants should help them sign the drawings. In this case, it is necessary to exactly follow the child's plan.
Theoretical basis
P. Torrens tests were developed in connection with educational objectives as part of a long-term research program aimed at creating such methods of working with students that would stimulate their creativity. When creating tests, the author sought to obtain models of creative processes that reflect their natural complexity. But the main goal of the research of P. Torrance and his collaborators was to prove the reliability and predictive validity (validity) of tests of creative thinking.
These studies, lasting 7, 12 and 22 years, led to improvements in the original versions of the 1958-1966 it tests. in the direction of increasing their reliability and validity, a variety of indicators (versions 1974, 1979, 1984).
In addition, the following characteristics were highlighted for assessing the creative achievements of those who demonstrated high test indicators:
- the number of achievements in the natural and human sciences, art, organizational activity (leadership) during schooling, determined by the subject himself according to a list of 25 types;
- a similar indicator of achievement after leaving school;
- indicator of a creative lifestyle (determined by the subjects themselves according to a list of 22 types of creative behavior);
- assessment of creative achievements by independent experts;
- expert assessment of professional plans.
In the longest longitude of P. Torrens, the relationship of test indicators of creativity in junior schoolchildren and each of the above indicators of their creative achievement 22 years later. All correlations (connections) were highly significant. The multiple correlation coefficient of the day for all five criteria reached 0.63, which indicates a significant relationship between the studied indicators, even with such a long time interval between examinations.
However, high rates of creativity tests in children did not guarantee their creative achievements, but only indicated a high probability of their manifestation.
In order to explain the role of creative abilities in understanding, predicting and developing creativity, P. Torrens proposed a model of three partially intersecting circles corresponding to creative abilities, creative skills of creative motivation. A high level of creative achievement can only be expected when all three of these factors coincide.
In other words, in the absence of creative motivation (striving for something new, commitment to a task, etc.), a high level of creative ability cannot guarantee creative achievements either in art, or in science, or in other types of activity, even with complete mastery the latest technology... And vice versa, the presence of appropriate motivation and mastering the necessary knowledge and skills in the absence of creative opportunities cannot lead to a creative result, providing only performing skills.
Important conditions for the creative realization of gifted children are also, firstly, the support of their hobbies on the part of adults, secondly, the level of their intellectual abilities, and thirdly, the experience of living and learning in other countries (early mastery of foreign languages).
The first position was confirmed in studies conducted by scientists. different countries... For example, even adolescents who consider independence necessary condition for the stability of their hobbies, emphasize the importance of supporting their interests ("but without pressure") from their parents. At the same time, the stability of the interests and out-of-school hobbies of children is an important, but often ignored, characteristic of their creative productivity.
Like P. Torrens, most psychologists include in the number of mandatory signs of giftedness the intellectual development of a child above the average age level, since only this level provides the basis for creative productivity. At the same time, a combination of the level of intelligence development above the average with a high level of creative thinking is recognized as more favorable for predicting the development of giftedness and creative achievements than even a very high level of development of only one of these aspects.
And finally, observations of gifted children have demonstrated a beneficial effect on their development of early acquaintance with various types of behavior, speech, learning, which contributes to the formation of a more versatile view of the world, a more flexible approach to problems, and actualization of various forms of self-expression.
Adaptation
An attempt to adapt one of the subtests of the full Torrance test was made by A.N. Voronin - the Complete Figures subtest - on a sample of managers aged 23 to 35. The test was adapted in 1993-1994 in the laboratory for diagnostics of abilities and PAC of the Institute of Psychology of the Russian Academy of Sciences. During adaptation, special emphasis was placed on identifying non-verbal creativity as a certain ability to “generate” a new, original product under conditions of minimal verbalization. In other words, the verbalization of the material with which the subject works and the means of "generating" a new product is not necessary and secondary. The designation by the subject of what was drawn by some words is not essential in the interpretation of the results and is used only for a more complete understanding of the drawing.
Procedure for
Preparing for testing
Before presenting the test, the experimenter must read the entire instructions and carefully think over all aspects of the work. Tests do not allow any changes or additions, as this changes the reliability and validity of the test indicators.
Avoid using the words "test", "exam", "check" in all explanations and instructions. If the need arises, it is recommended to use words: exercises, drawings, pictures, etc. During testing, it is unacceptable to create an alarming and tense atmosphere of the exam, verification, rivalry. On the contrary, one should strive to create a friendly and calm atmosphere of warmth, comfort, trust, encourage the imagination and curiosity of children, stimulate the search for alternative answers. Testing should take the form of a fun game. This is essential to achieve reliable and objective results.
It is necessary to provide all students test tasks, pencils or pens. All unnecessary must be removed. The experimenter needs to have a manual, a test sample, and a clock or stopwatch. Simultaneous testing should not be performed in large groups students. The optimal group size is 15 - 35 people, i.e. no more than one class.
For younger children, the group size should be reduced to 5-10 people, and for preschoolers, individual testing is preferable. When testing, the child must sit at the table alone or with the experimenter's assistant.
Test execution time is 10 minutes. Along with preparing, reading instructions, distributing sheets, etc., 15 to 20 minutes should be allowed for testing.
When testing preschoolers and primary school children, experimenters should have a sufficient number of assistants to help in the design of captions for figures.
Before handing out the task sheets, the experimenter should explain to the children what they will do, arouse their interest in the tasks and create motivation to complete them. To do this, you can use the following text, which can be modified in different ways depending on specific conditions:
"Guys! It seems to me that you will get great pleasure from the work ahead of you. This work will help us find out how well you are at inventing new things and solving different problems. You will need all your imagination and thinking skills. I hope you let your imagination run wild and enjoy it. "
If the figure test needs to be repeated, then explain this to the students as follows: “We want to know how your ability to invent new things, your imagination and your ability to solve problems have changed. You know that we measure our height and weight at regular intervals to find out how much we have grown and recovered. We do the same to find out how your abilities have changed. It is very important that this is an accurate measurement, so try to show what you are capable of. "
Test instructions
After the preliminary instructions, sheets with tasks should be distributed and make sure that each subject indicates the last name, first name and date in the appropriate column. Preschoolers and younger students should be helped with this information. In this case, it will be better if you enter the data in advance and give the children sheets with already filled out columns.
After these preparations, you can start reading the following instructions:
“You have to fulfill exciting tasks... All of them will require your imagination to come up with new ideas and combine them in different ways. When completing each task, try to come up with something new and unusual, which no one else from your group (class) can come up with. Then try to supplement and complete your idea so that you get an interesting story-picture.
The task has a limited time, so try to make good use of it. Work quickly, but take your time. If you have any questions, raise your hand in silence - and I will come to you and give you the necessary explanations. "
The test task is formulated as follows:
“These two pages contain unfinished figures. If you add additional lines to them, you get interesting objects or plot pictures. This task will take 10 minutes to complete. Try to come up with a picture or story that no one else can think of. Make it complete and interesting, add new ideas to it. Come up with interesting name for each picture and write it down below the picture. "
If students are worried that they may not be able to complete an assignment on time, reassure them by telling them: “You all work differently. Some people manage to draw all the drawings very quickly, and then return to them and add some details. Others manage to draw only a few, but from each drawing they create a very complex stories... Continue to work the way you like best, the way you are more comfortable. "
These instructions must be presented strictly according to the text, without allowing any changes. Even small modifications to the instructions require re-standardization and validation of the test.
If the children do not ask questions after the instructions, you can proceed to the assignment. If the instructions raise questions, try to answer them by repeating the instructions in words that are more understandable to them. Avoid giving examples or illustrations of possible sample answers! This leads to a decrease in originality and, in some cases, in the total number of responses. Strive to maintain a friendly, warm, and relaxed relationship with your children.
Although the instructions indicate that the assignments are two pages long, some children overlook this fact and do not find the second page. Therefore, you should specifically remind the children about the second page with assignments. It is necessary to keep a close eye on the time using a stopwatch.
After 10 minutes, the tasks stop and the silts are quickly collected. If the children were unable to write the names for their drawings, ask them for these names immediately after testing. Otherwise, you will not be able to reliably evaluate them.
For this, it is convenient to have several assistants, which is especially important when testing younger students and preschoolers.
Processing of results
An important condition for the high reliability of the test is a careful study of the index of the assessment of test indicators and the use of the given standards as a basis for judgments.
Measurement procedures
- Read the manual. You must clearly understand the concept of P. Torrance's creative thinking: the content of indicators of fluency, flexibility, originality and thoroughness of developing ideas as characteristics of this process.
- The first step is to determine whether the answer is worth counting, i.e. whether it is relevant to the task. Answers that do not correspond to the tasks are not taken into account. Answers are considered irrelevant if the main condition of the task is not met - to use the original element. These are the answers in which the subject's drawing has nothing to do with unfinished figures.
- Processing responses. Each relevant idea (that is, a picture that includes a source element) should be assigned to one of 83 response categories. Using these lists, determine the answer category numbers and scores for their originality... Write them down in the appropriate boxes.
If the originality of the answers is rated 0 or 1 point, the category of answers can be determined from list 1.
This list includes the least original answers for each of the test pieces. For more original answers (with originality of 2 points), list # 2 is compiled. This list contains categories common to all test figures.
Then the points for elaboration each answer, which are recorded in the column reserved for these indicators of the task. The indicators of the categories of originality and elaboration of the answers are recorded on the form, in the line corresponding to the figure number. Gaps (absence) of answers are also recorded there.
Index fluency for a test can be obtained directly from the last answer number if there were no gaps or irrelevant answers. Otherwise, count the total number of responses taken into account and write this number in the appropriate column. To determine the indicator flexibility, cross out the duplicate answer category numbers and count the rest. Total score for originality is determined by the addition of all points in this column without exception. The total indicator is determined in a similar way elaboration answers.
Checking the reliability of measurements
Checking the reliability of measurements. From time to time it is recommended to compare the data of the own processing of tests with the data of processing of the same tests by a more experienced experimenter. All inconsistencies should be identified and discussed. It is recommended to calculate the correlation coefficients between the indicators obtained by two researchers when processing 20-40 protocols. Another way to check the reliability is to re-process the experimental materials by the same researcher after one or several weeks. When using forms for processing, these types of checks will not take much time.
Test score pointer. The index includes data obtained on 500 schoolchildren in Moscow in 1994. The age of the subjects was from 6 to 17 years.
Fluency... This indicator is determined by counting the number of completed figures. The maximum score is 10.
Flexibility... This indicator is determined by the number of different categories of responses. To determine the category, both the drawings themselves and their names (which sometimes do not coincide) can be used. The following is list # 2 with 99% of the responses. For those answers that cannot be included in any of the categories of this list, new categories should be used with the designation of them "XI", "X2", etc. However, this is very rarely required.
Originality... The maximum score is 2 points for non-obvious answers with a frequency of less than 2%, the minimum is 0 points for answers with a frequency of 5% or more, and 1 point is counted for answers that occur in 2 - 4.9% of cases. The data on the assessment of the category and the originality of the answer are given in the list No. 1 for each figure separately. Therefore, it is advisable to begin the interpretation of the results using this list. Bonus points for originality of answers in which the subject combines several original figures into a single drawing. Torrance considers this to be a high level of creativity, as such responses are rare. Torrance considers it necessary to award additional points for originality for combining the original figures into blocks: combining two drawings - 2 points; combining 3-5 drawings - 5 points; combining 6 - 10 drawings - 10 points. These award points are added to the total originality points for the entire assignment.
Elaboration... When assessing the thoroughness of the development of answers, points are given for each significant detail (idea) that complements the original stimulus figure, both within the boundaries of its contour and outside it. In this case, however, the basic, simplest answer must be significant, otherwise its elaboration is not evaluated. One point is given for:
- every essential detail of the general answer. In this case, each class of parts is evaluated once and is not taken into account during repetition. Each additional detail is marked with a dot or a cross once;
- color, if it complements the main idea of the answer;
- special shading (but not for each line, but for the general idea);
- shadows, volume, color;
- decoration, if it makes sense in itself;
- every design variation (except for purely quantitative repetitions) that is significant in relation to the main answer. For example, the same items different sizes can convey the idea of space;
- rotation of the picture by 90 ° or more, unusual perspective (view from the inside, for example), going beyond the scope of assigning most of the picture;
- every detail in the title in excess of the required minimum. If the line divides the drawing into two significant parts, the points in both parts of the drawing are calculated and summed up. If the line denotes a certain object - a seam, belt, scarf, etc., then it is estimated at 1 point.
This indicator is not specific to creative thinking and is useful primarily in that it allows you to understand other indicators of CTTM. The data show (see Table 1) that the majority of children in grades 1–8 complete from 7 to 10 tasks, and senior pupils - from eight to ten tasks. The minimum number of completed tasks (less than five) occurs most often in adolescents (grades 5-8).
Flexibility
This indicator assesses the diversity of ideas and strategies, the ability to move from one aspect to another. Sometimes it is useful to correlate this score with your fluency score, or even calculate an index by dividing your flexibility score by your fluency score and multiplying it by 100%. Recall that if the subject has a low indicator of flexibility, then this indicates the rigidity of his thinking, low level of awareness, limited intellectual potential and (or) low motivation.
Originality
This indicator characterizes the ability to put forward ideas that differ from the obvious, well-known, generally accepted, commonplace or firmly established. Those who receive high values of this indicator are usually characterized by high intellectual activity and inconsistency. Originality of decisions implies the ability to avoid easy, obvious and uninteresting answers. Like flexibility, originality can be analyzed against fluency using an index calculated as described above.
Elaboration
High values of this indicator are characteristic of students with high academic performance, capable of inventive and constructive activity. Low - for lagging, undisciplined and careless students. The indicator of the elaboration of answers reflects, as it were, a different type of fluency of thinking and in certain situations it can be both an advantage and a limitation, depending on how this quality manifests itself.
Stimulus material
Stimulus material
Literature
Matyushkin A.M. (ed.) Figured form A of the creative thinking test of E. Torrance, adapted by the staff of the All-Union Center "Creative Endowments" of the Research Institute of OPP APN USSR. M .: Publishing house of Research Institute of OPP APN USSR, 1990.
P. Torrens creative thinking test
This test first proposed by the American psychologist P. Torrance in 1962. The test is designed to diagnose creativity from preschool age (5-6 years). Complicated options can be used in other age groups(up to 17-20 years old). The main task that P. Torrens set himself was to obtain a model of creative processes that would reflect their natural complexity.
This method is based on the ability for divergent thinking (D. Guilford), for transformation and association, the ability to generate new ideas and develop them.
Torrance's twelve tests of creative productivity are grouped into verbal, visual and audible batteries. The first is designated as verbal creative thinking, the second is figurative creative thinking, and the third is verbal-sound creative thinking.
P. Torrens' test of creative thinking assumes the possibility of various options and modifications. V recent times many different adapted modifications of this test appeared (A.M. Matyushkin, N.V. Shumakova, E.I.Shelbanova, N.P.Scherbo, V.N. T.A. Barysheva). Below is the "classic version" of the P. Torrens test.
Preparing for testing
Before presenting the test, the following aspects of work should be considered.
Tests do not allow any changes or additions. Even small "improvisations" require re-standardization and test validation. You should also not lengthen the test execution time, as the normative data presented in the manual is within the specified time limit.
During testing, it is necessary to create a favorable emotional atmosphere. The use of the words "test", "check", "exam" should be avoided, as anxious, tense environment blocks the freedom of creative expression. Testing takes place in the form of an exciting game, interesting tasks, in an atmosphere of encouraging the imagination, curiosity of children, stimulating the search for alternative answers.
The optimal group size is 15-35 subjects. For younger children, the group size should be reduced to 10-15 people, and for preschoolers, individual testing is preferred.
The burden of performing the curly form of the test is 30 minutes.Taking into account the preparation, reading the instructions, possible questions, it is necessary to take 45 minutes for testing.
If the instruction raises questions from the children, answer them by repeating the instructions in words that are more understandable to them.
Verbal creative thinking (method of P. Torrens)
Verbal booklet "A"
Quests 1-7
Instruction. I invite you to complete exciting tasks. All of them will require your imagination to come up with new ideas and combine them in various ways. When completing each task, try to come up with something new and unusual that no one else can come up with. Then try to complement your idea so that you get an interesting picture story.
The time to complete each task is limited, so try to make good use of it. Work quickly, but take your time. Try to think about ideas. If you have time to complete the task completely before the command about the expiration of time, sit quietly and wait until permission is given to everyone to start the next task. If you do not have time to complete the task in the allotted time period, proceed to the next one according to the general command. If you have any questions, silently raise your hand, and I will come to you and give you the necessary explanations.
The first three tasks will be associated with the picture you see (Fig. 1). These tasks allow you to find out if you can ask questions and make guesses about certain events, their causes and consequences.
Look at the picture and think: what happened? What can you say with confidence by looking at this picture? What else needs to be learned in order to understand what happened, why it happened and how it might end?
Fig. 1
Task 1. Ask questions
Instruction. Write down all the questions that you can think of from this picture (a blank sheet of paper is attached to this and subsequent tasks, on which question numbers from 1 to 23 are in a column). Ask all the questions that are necessary in order to understand what happened. Don't ask questions that can be answered by looking at the picture. Look at the picture as much as you want.
Task 2. Guess the reasons
Instruction. Try to find and record as much as possible more reasons the event shown in the figure. One can proceed from those events that could have happened before the moment shown in the picture, or long after it. Don't be afraid to speculate.
Task 3. Guess the consequences
Instruction. Indicate as many possible outcomes of the event depicted in the figure as possible. Write about what might happen immediately after the event, or what might happen in the distant future.
Task 4. Results of improvement
Instruction. You see a sketch (sketch) of a soft toy - an elephant (Fig. 2). Figure out how you can change this toy elephant to make it more fun and fun for kids to play with. Write down the most interesting and unusual ways to change it.
Fig. 2
Task 5. Unusual uses (cardboard boxes)
Instruction. Most people throw away empty cardboard boxes, but those boxes can have thousands of interesting and unusual ways use. Come up with as many of these interesting and unusual uses as possible. Do not limit yourself to just such uses as you have seen or heard about.
Task 6. Unusual questions
Instruction. This activity requires you to come up with as many questions about the cardboard boxes as possible. These questions should include a wide variety of answers and attract interest in other boxes. Try to come up with the most unusual questions about these properties. cardboard boxes that don't usually come to mind.
Task 7. Let's imagine
Instruction. Imagine this incredible situation: ropes are attached to the clouds, which hang down to the ground (Fig. 3). What happened? Think about what possible events this will lead to, what can be the consequences? Express as many guesses and assumptions as possible. Write down your thoughts and guesses.
Fine creative thinking (method of P. Torrens)
Imaging based on a graphic stimulus
Non-verbal booklet "A"
Subtest 1. Draw a picture
Test material: a) an oval-shaped figure (Fig. 4) made of colored paper. The color of the figure can be any, but of such saturation that it is allowed to draw details not only outside, but also inside the contour; b) a blank sheet of paper; c) glue; d) colored pencils.
Instruction. You now have a colored paper shape and glue. Think of any painting that this figure is a part of. It can be any subject, phenomenon or story.
Use glue to place this shape on clean slate anywhere you like best. And then finish drawing it with pencils to get the picture you have conceived.
Try to come up with a picture that no one else could come up with. Add new details and ideas to your drawing to make it as interesting and exciting story as possible.
When you are done drawing, come up with a title for it and write at the bottom of the sheet. Make this name as unusual as possible. Use it to better tell your story.
Start working on a drawing, making it different from others and composing a story as complex and interesting as possible.
A comment. At the ninth minute, remind the children to finish and sign the title of the drawing, as well as their last name and grade. After ten minutes, turn off the stopwatch and stop working on the task of subtest 1.
Subtest 2. Finish the drawing
Test material: a) a simple pencil; b) test form, consisting of ten squares with graphic outlines of various shapes(fig. 5).
Instruction. Unfinished figures are drawn on these sheets. If you add lines to them, you get interesting objects or plot pictures. Try to come up with pictures or stories that no one else can think of. Make it complete and interesting, add new ideas to it. Come up with an interesting name for each picture and write it at the bottom of this picture. (If the children are upset that they cannot finish the assignment on time, say the following: “You all work differently. Some people manage to draw all the drawings very quickly, and then return to them and add details. drawings create very complex stories. Continue working the way you like, the way you prefer. ") After ten minutes, turn off the stopwatch and stop working.
Subtest 3. Lines
Instruction. Build as many items as possible or plot pictures from each pair of lines (fig. 6). These lines should form the main part of your painting. Use a pencil to add lines to each pair to complete the painting. You can draw between lines, above lines, around lines - anywhere.
Compose as many objects or pictures as possible. Try to make them as interesting as possible. Sign each picture with a name.
After ten minutes, the job is terminated. If the children were unable to write the names for their drawings, ask them for the names immediately after testing.
Verbal and sound creative thinking
Diagnostics of verbal and sound creative thinking consists of two tests carried out using a tape recording.
In the first test, "Sound and Images", familiar and unfamiliar sounds are used as acoustic stimuli for recognition and association (natural, synthetic and musical sounds are used).
The second test - "Onomatopoeia and images" - contains various words, intonations, reminiscent of various meaningful signs (creak, crackling), imitating natural sounds inherent in some object, musical intonation, intonation complexes modeled on a synthesizer.
In both tests, the subject, after listening to a sound recording, writes what a particular sound is like. When answering, the child's imagination is given complete freedom.
Sound sequences are presented four times.
Experimental data processing
Characteristics of the main indicators of creative thinking
1. Ease (fluency) - a quantitative indicator that reflects the ability to generate a large number of ideas (associations, images). Measured by the number of results. 2. Flexibility - reflects the ability to put forward a variety of ideas, move from one aspect of the problem to another, use different strategies for solving.
Measured by the number of categories. Categories:
the natural world;
animal world;
human;
mechanical;
symbolic;
decorative elements;
species (city, house, highway, yard);
art;
dynamic phenomena.
Originality - characterizes the ability to put forward ideas that are different from the obvious, normative. It is measured by the number of extraordinary and non-recurring answers, images, ideas.
Elaboration (thoroughness, detailing of images) - captures the ability to invent, constructive activity. It is measured by the number of essential and non-essential details in the development of the main idea.
Therefore, when processing empirical data, not only the quantitative result (points) is essential, but also the reasons for this result.
Non-verbal booklet "A"
Building an image based on a graphic stimulus. The adaptation of the test was carried out by the staff of the "Creative Giftedness" Center of the Scientific Research Institute of Applied Problems of the USSR Academy of Pedagogical Sciences N. V. Shumakova, E. I. Shelbanova, N. P. Shcherbo.
Assessment of the assignment for subtest 1 "Draw a picture"
Originality. When processing, a scale from 0 to 5 points is used, according to the frequency of occurrence of the same answers. Answers occurring in 5% or more of the cases receive 0 points. Obvious answers like "drop", "pear", "egg" are also evaluated.
Answers occurring in 4.00-4.99% are evaluated by 1 point, in 3.00-3.99% - 2 points, in 2.00-2.99% - 3 points, in 1.00-1, 99% - 4 points. All other answers receive 5 points.
Answers that do not correspond to the task are not counted if the picture is not associated with a colored figure.
Carefulness of development. The processing of this indicator is based on two provisions: the first includes the concept of the simplest answer - minimum and primary. In the second, inventing and depicting details refers to the manifestation of creativity, which determines the level of elaboration of ideas.
In assessing the thoroughness of the design, points are given for each significant detail (significant idea) that complements the original stimulus figure, both within the boundaries of its contour and outside it. In this case, the basic simplest answer must be significant, otherwise its elaboration is not evaluated.
One point is given for each essential detail of the general answer (in this case, each class of detail is assessed once and is not taken into account during repetition);
color, if it complements the main idea;
shading (but not for each line, but for the general idea);
decoration, if it makes sense;
every design variation (except for purely quantitative repetitions) that is significant in relation to the main answer;
every detail in the title beyond what is necessary. If a line divides a drawing into two significant parts, points are calculated in both parts of the drawing. If the line represents a specific item (belt, scarf ...), it is evaluated with one point.
Fluency. This indicator is determined by counting the number of completed figures. The maximum score is 10.
Flexibility. This indicator is determined by the number of different categories of responses. To determine the categories, both the drawings themselves and their names (which sometimes do not match) can be used.
Originality and thoroughness of development is evaluated in the same way as processing the task of subtest 1.
Assessment of the assignment for subtest 3 "Line"
It is produced similarly to the first two technologies.
Additional bonus points for originality of the idea.
Such points are given:
1, For non-standard thinking and deviation from the generally accepted, which manifests itself in the combination of several original repeating figures (pairs of parallel lines) into a single drawing. P. Torrance refers to this as a manifestation of a high level of creativity. Such children see opportunities where they are hidden from others.
In this regard, it is necessary to award additional points for combining the original figures into blocks: combining two pairs of lines - 2 points; three - five pairs - 5 points, six - ten pairs - 10 points, eleven - fifteen pairs - 15 points, more than fifteen pairs - 20 points.
These award points are added to the total originality points for the entire third assignment.
2. For the aesthetic artistic components of the embodiment of the idea. Experimental research showed that artistically gifted children incorporate aesthetic and artistic elements into assignments. These elements primarily include:
a) emotional expressiveness of embodiment (expression);
b) the integrity of the composition with a high level of development.
These manifestations of creativity are extremely difficult to standardize as they reflect individual characteristics personality; therefore, the assessment in points is the prerogative of the experimenter together with the expert group - specialists in the field of aesthetic education and art education.
Creative thinking determines many personality traits, including the ability to adapt to environmental conditions. There are many techniques that help determine how creative a person is. But the most informative is the Torrance test.
Characteristics of the creativity test E.P. Torrance
Creativity means digging deeper, looking better, correcting mistakes, talking to a cat, diving deeper, walking through walls, lighting the sun, building a castle in the sand, welcoming the future.
Alice Paul Torrance
Psychologist Alice Paul Torrance from Georgia (USA) in the middle of the twentieth century developed a series of 12 tests, grouped into verbal, visual and sound categories. Scientists from the Institute of Psychology at the Russian Academy of Sciences in the 90s of the last century adapted the figural part of the Torrance method in such a way that it became possible to study creative abilities among children who have reached the age of 5 years. The essence of the diagnostics consists in supplementing the proposed elements by the subjects until the image is perceived as a whole picture. At the same time, the child does not need the skills of an artist.
The objectives of the study are as follows:
- determine the level of intelligence development of the subject;
- individualize the teaching of children who think out of the ordinary;
- develop correction programs for non-standard children;
- bring out the creativity of everyone a specific person and determine their direction.
Initially, the technique involved working with a set of 10 pictures, but Torrance's domestic colleagues reduced their number to 3 in order to avoid repeating stimulus samples and to reduce the testing time.
The procedure for diagnosing the creative thinking of children
With preschool children, it is better to carry out diagnostics on an individual basis, in the junior and middle level - in groups of 10-15 people, and in the senior grades it is recommended to organize a test among the whole class (up to 30-35 schoolchildren).
The tasks are given as much time as the subjects need (within reason). But some experts argue that you should adhere to the original methodology, where 10–20 minutes are allotted to work.
Testing should be preceded by a conversation about the problems that are troubling the children at the moment (for example, how to tell the mother that the little offender was scolded in the lesson). It is very important to tune the subjects to an atmosphere of trust and calmness. To do this, you can turn on relaxing music before working with stimulus material or read aloud short poems or fairy tales.
Instructions for organizing diagnostics:
- The organizer distributes to children sheets with elements of figures and a set of colored ovals, as well as writing instruments - pens or colored pencils.
- Children collectively sign forms (under the guidance of an adult).
- The experimenter explains to the subjects how to work with each of the subtests (it is imperative to stipulate that you need to be economical with time, and when questions arise, do not shout, but raise your hand - in group work):
- 1st. "Draw a picture and sign it using an oval of any color as a basis."
- 2nd. "Complete each of the 10 shapes to make whole drawings, name your images."
- 3rd. "Use pairs of lines to create non-repeating pictures and be sure to title your creations."
- Children get to work. If necessary, an adult helps to sign the drawings.
The child did not understand the instructions? It should be explained to him again, more easily. In no case should you give examples of how tasks are performed.
If at the end of the test the test taker did not have time to sign any drawing, then by all means it is necessary to find out the name of the figure and add it, otherwise the assessment results will not be entirely objective. This is why group testing should be done with helpers who can take over the task of observing the work of the subjects.
File: Incentive material for testing
Processing and interpretation of results
Analysis by criteria
Torrance argued for the idea of a five-step structure that shapes creative thinking. During the analysis of the test, the relevance of each criterion is determined.
Fluency
This is an indicator of the subject's creative productivity; subtests 2 and 3 are important for his analysis. The number of processed images is calculated, taking into account extremely understandable answers, as well as single images of figures (repetitions are counted for one option). The incomprehensible ones include those who:
- do not engage an incentive;
- represent an abstraction without meaning;
- have vague titles.
Originality
All 3 subtests are used for the calculation (names are not taken into account!). When the answer is rare, that is, it is not trivial, 1 point is given; if often - 0. Then the final score (the sum of points) for all drawings is displayed. List of non-original answers, including possible numbers and letters:
| Form number | Picture | Item |
| Stimulus number 1 | lake, cloud, chamomile, egg, fish, human face | |
| Stimulus number 2 | 1 | human face, glasses, all kinds of birds, apples |
| 2 | tree branch, any size slingshot, broom, male or female face | |
| 3 | wheels, steamer or ship, boat, fruit | |
| 4 | snake, question mark, elephant trunk, caterpillar or worm, tail of any animal, human figure | |
| 5 | sponges, ship, umbrella | |
| 6 | vase, thunderstorm, rocket | |
| 7 | key, car, monocle or glasses, ladle | |
| 8 | face or human figure, style of dress, man or woman, rocket | |
| 9 | mountains, sea waves, ears of fauna | |
| 10 | bird beak, fox body, face, twigs | |
| Stimulus number 3 | book, notebook, fence, box with pencils, window, furniture |
For combining several pictures-stimuli into one picture, the subject is added additional points: two - 2 points, from three to five - 5, from six to ten - 10.
Abstraction of the name
To analyze the ability to focus on the main thing, it is also necessary to process all 3 subtests, adding or not adding points for each name:
- 0 points are awarded for uncomplicated headings, naming the class of belonging of the depicted object ("Mountains", "Bulka" and so on);
- 1 point - for a name that gives an idea of the class to which the picture belongs ("Murka", "Elegant Christmas tree" and others);
- 2 points - for names-images (“Mysterious mermaid”, “Dragon's tail” and others);
- 3 points - for descriptive headings that convey deep meaning("My echoes", "Is there a way out? ..").
Confrontation with isolation
This criterion characterizes the ability to focus for a long time in order to give high quality new idea... Only subtest # 2 is analyzed:
- 0 points are awarded in the following case: to close the figure, straight or wavy lines, strokes, areas filled with color are used. Letters and numbers - 0 points.
- 1 point: the figure has elementary connections, but on the outside it is “decorated” with elements (when complemented from the inside, 0 points are given).
- 2 points: a complex configuration is used for closing, or the image of the stimulus remains open (including inside a closed, completed figure). If there are letters or numbers in the picture, then nothing is counted.
Elaboration
The analysis of how the subject can detail the idea is carried out according to 3 subtests. 1 point is awarded for each detail of the drawing that has meaning.
- Elements of one class are scored as one (for example, for any number of leaves, a child gets 1 point).
- For the idea of drawing several uniform details, one rating is also given (for example, the same trees in the forest).
- Uniform objects, but with original elements, deserve 1 point for each difference (for example, flowers different kind- roses, tulips, peonies).
For primitive drawings with a minimum amount of detail, 0 points are set. These include, for example, trees in the form of straight lines, flowers with stem-strokes, flowers with semicircular petals, and so on.
Scoring
By summing up all the points given, you can get an idea of the child's level of creativity. To do this, divide the resulting amount by 5 and compare with the scale:
- 30 points - low level of creativity;
- 30–34 - below the required level;
- 35–49 - slightly worse than normal;
- 40-60 - standard level;
- 66–70 - higher than the accepted standard;
- 70 or more is an excellent result.
With indicators less than 49 points, the child must be additionally engaged, using the possibilities of interactive creativity, for example, online master classes in drawing, modeling, and so on. It will also be useful to introduce the child to the knowledge of the beautiful - visiting museums, art galleries, theaters and other places and cultural events. If the result is below 25, then you should contact the defectologist to develop an individual correction program.
Many people want to know how creative and intellectually developed they are in relation to the people around them. This can be done thanks to different tests, one of which is the Torrance test for creative thinking.
This test is very simple. It consists of three stages, adapted for people of any age, starting from 5 years old. Naturally, if you want to know your relative result, then you need to test several people of your age. Earlier, we told you about other tests that can also tell you your level of creativity.
Torrance test
Stage one: draw a picture. V this case you will need an oval similar in size to chicken egg... It is only for you to determine its color, but it is better that it be the same for all subjects. In this regard, it will be easiest to take White color by making an oval out of plain paper.
The subject must draw something in the oval so that the oval turns into something concrete thanks to your completion. It is imperative to give this picture a name. You can draw whatever comes into your head. The test time is 1 minute.
Stage two: associativity of thinking. From the table below, you need to do the following. Finish each picture as you see it and give it a name. The test time is 3 minutes.
Stage three: regular thinking. Print again the picture below. For each identical element (in this case, a pair of horizontal circles), you need to draw something unique to get something original, meaningful and understandable. Roughly speaking, drawings and their interpretations should not be repeated. There can be 30 drawings in total. The test time is 5 minutes.
Scoring
Creativity is assessed in 5 stages: productivity, originality, thoughtfulness, openness, logic.
Productivity. Evaluated in stages 2 and 3. Calculate the total number of answers of the subject - how many pictures he completed, so many points will be received. A point is not counted if:
- the original part of the drawing was not used;
- if there is no sense in the picture or its name;
- repetition.
Originality. Assessed on all three items of the test. The most important thing here is that any of your drawings are not repeated. If there are statistics, but there are a lot of varieties of the test, so offer it to many people to pass it so that there is something to compare with. That is why first try to give this test to at least 40-50 people to pass later in order to see your results. The same patterns are selected based on all tests. This is not difficult if you conduct the test in a classroom where all subjects sit together and are in equal conditions.
Each original answer is one point. Originality is defined as follows: if at least 50% of the subjects have a drawing from any task, then it is no longer original. All other options are considered original and give you 1 point. If no one else has a picture and a name like you, then this gives you 5 points at once. If there are more than 100 subjects, then you will receive 10 points for the original answer.
Thoughtfulness. For each thoughtful drawing in any of the last two tests, 1 point is given. Reasonableness lies in the presence of not only outline drawings, but also small details within each drawing. In the first drawing, each additional point is awarded for a detail of the drawing that does not change the meaning, but complements it and makes the drawing clearer, more accurate and legible. I would like to note that in the case of the tested children, the drawings from the first task can also tell a lot about their the inner world- another will help you in this.
Openness. The assessment is carried out only on the second test. If the figure does not turn into a closed drawing, then you get 0 points. If, for example, the nose has become part of the head, then you will receive 2 points for each such drawing. If you drew a mustache without a face, it is 0, but if this mustache is part of a full face, then it is 2 points.
Logics. It is calculated in tests No. 1 and No. 2. It is important to grasp the essence of the name - how much it corresponds to the picture.
- If the name is illogical or consists of one word that clearly describes the picture, then you get 0 points.
- A name with properties, such as a hot bun or a beautiful mustache, are worth 1 point each.
- Any abstract names that reflect some meaning are worth 3 points. Examples: The futility of being, a sad, merry fellow, and so on.
Outcome
Calculate the number of points. If you believe the statistics and take the average of similar tests, then you should get 40-50 points. This is the norm. Anything more is already good, because it speaks of your out-of-the-box thinking.
Any such tests are relative. They are not entirely objective, and therefore require a huge amount of testing and analysis. To find out a more accurate result, conduct a test on 100 people, and only then conduct an analysis, because otherwise you will have to check the results for originality after each new subject and recalculate the points.
We wish you the best of luck with your testing. The bottom line is to make quick decisions - everything must be done as quickly and thoughtfully as possible. To improve your skills in effectively taking important and correct decisions, refer to our other article for help. Be happy, successful and don't forget to push the buttons and
