Scoring divergent thinking tests: Controversies and solutions

Abstract

There are some controversies about the correction and scoring of Divergent Thinking tests, particularly regarding Originality and Elaboration. Thus, different alternatives have been proposed to score them. The aim of this work is to study an alternative procedure to score the two dimensions in the Torrance Creative Thinking Test (TTCT, Torrance, 1974). The sample comprised 649 students (aged between 5-12 years old). The TTCT was corrected according to the manual (summative scores) and calculating the average score of Originality and Elaboration. The implications of this scoring system are analyzed: the factorial structure of the test and the creative potential's identification. Also, the relationship between Fluency-Originality and Fluency-Elaboration are studied. The results indicate that the alternative scoring of the test affects the internal structure, but not the identification of the creative potential. The results support the idea that a highly creative profile combines the dimensions of Fluency, Originality and Elaboration.