Searching for an Alternate Way to Identify Young Creative Minds: A Classroom-Based Observation Approach

Authors

Ki-Soon Han, University of Incheon, South Korea
Christine Marvin, University of Nebraska - LincolnFollow
Anne Walden, Lincoln (Neb.) Public SchoolsFollow

Date of this Version

2003

Citation

Published in Assessment for Effective Intervention 28 (2003), pp. 1–16; doi: 10.1177/073724770302800201

Comments

Published by Hammill Institute on Disabilities and Sage Publications. Used by permission.

Abstract

Creative ability in young children has traditionally been assessed through the use of standardized tests of divergent thinking. This study investigated an alternate way of identifying creative ability. The concurrent validity of a more developmentally appropriate and authentic, behavior-based observation approach was examined on a sample of 45 kindergarten children from an urban elementary school. Significant, but relatively weak correlations were found between the Nebraska Starry Night Observation Protocol (NSNO) and the originality and elaboration scores of the concurrent measure, the Torrance Tests of Creative Thinking (TTCT). Implications of using the NSNO to identify young creative children are discussed.