How to measure creativity

TTCT:

• Fluency 
• Flexibility
• Originality
• Elaboration

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Tony Buzan's suggestion:

·         Novelty: being new, original or unusual.

·         Quantity: the amount of ideas created.

·         Practicality: the feasibility of things or ideas.

·         Aesthetics: the beauty of the creation or ideas.

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Anatoly Guin & Mark Barkan:

R = PK x PC x (1+M)(1+t)

where
R: result
PK: personal knowledge
PC: physical capability
M: method
t: tool


Speed is one important
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Product-oriented problem-solving:
D.U.M.B.S., suggested by Robest Yong
- Doable,
- Usable,
- Marketable,
- Bankable and
- Sustainable

(no scale, no rubrics, no indicators) 

How to develop a research instrument

1. Determine the objective for needing an instrument. Why do you need the instrument?
- In preschool Malaysia, there is no existing standard instrument in DSKP
- An instrument is needed to afford preschool teachers to provide constructive feedback to individual pupils, encouraging them to thinking creatively.

2. Determine the constructs of the instrument. What do you want to measure?
- You actually do not know, so you tried to see how others had done this in similar contexts (literature review).
- Determine similar contexts and different contexts in order to qualify and disqualify particular existing instruments as references for building your instrument.
- At the end of the selection, two existing instruments were found suitable for use in the adaptation. 
- So how did you adapt? First, examine the constructs of each referenced instrument and determine whether individual constructs are suitable for measuring creative thinking in colouring activity.
- After that, a list of suitable constructs was made. Can you use these constructs directly? If yes, use with justification; else modify these constructs according to your measurement objective.
- Need to justify why limit your instrument to have only four constructs

3. Meanwhile, with reference to the chosen instruments for adaptation, determine the scale to be used for your need of measurement.   
- Can you use the scale directly? If yes, use it with justification; else modify the scale according to your measurement objective.

4. Develop test items / indicators for each construct  

Instrument
> scale for the overall instrument
>> rubrics for each reading
> constructs
>> indicators of each construct