High School Dropout Has Lost His Way Q: I have read your writings for many years and am hoping you can provide suggestions on what to do with my 19-year-old son. His credits are only up to completion of sophomore year in high school. I've decided that my son's child support should end. …Read more. Teacher Spots Girl With Synesthesia Q: I have an 8-year-old student with synesthesia. I've taught gifted students for 15 years, and she is the first to come forth with this ability! I need help providing information and resources to the young girl, her parents and myself. I've read up …Read more. Child's Issue Needs to Be Discovered Q: What should I do when my daughter's teacher is saying she should be removed from the gifted program because it is too hard for her? She is nonresponsive, distracted in class and earns poor grades. It's difficult forcing her to focus on school …Read more. Child Wants Peer Attention Q: My daughter is a young first-grader and loves to learn. I always say she's very bright but lacks common sense. One of the biggest challenges I have with her is that as soon as she gets around her friends, she's a completely different child. She's …Read more.more articles
IQ Tests Don't Test Creativity
Q: Can you tell us more about testing for creativity as opposed to just testing IQ?
A: Highly creative children — who tend to over interpret questions or see many possible answers to a straightforward question — may even be disadvantaged for both IQ and achievement testing. They often read more into questions than is intended.
There are many kinds of creativity and different levels of creativity. For example, to be creative in a field such as physics, one would first have to have an extremely high IQ to prepare to work in that field. To be creative in fields like art, music or drama, extreme talents aren't measured by IQ scores at all. Some artists, musicians and dramatic actors have very high IQs, while others have IQs in the average and above-average range. Conversely, some very high IQ adults have excellent talents in the arts, while others don't at all.
There are a variety of ways to test or identify creativity all of which are useful, but none of which are totally accurate or completely valid. One kind of creativity test is the divergent thinking test, which provides an index of how many ideas children or adults can think of as well as the originality of these ideas compared to a norm produced by children on similar tests. The best known divergent thinking tests are the Torrance Tests of Creative Thinking. There's one that identifies verbal creativity and another that identifies visual creativity. Test results from the verbal and visual tests are unrelated to each other. That is, some children are high in both, but others are high in only one and low in the other.
A second type of creativity test is related to the characteristics of creativity that were found in the childhoods of creative people. For example, creative people tended to be independent in childhood, have reasonably good confidence and many interests. They tended not to be dependent on popularity among peers, but they enjoyed being different.
Group Inventory for Finding Creative Talent (GIFT) and Group Inventory for Finding Interests (GIFFI) are examples of self-reports for elementary, middle and high school students. Preschool and Kindergarten Interest Descriptor (PRIDE) is an example of a parent report for preschool children. There are many other examples of teacher observation scales that are readily available. You can check out these self and parent reports on my website at www.sylviarimm.com or can send for a catalog that describes them. These tests are shortcuts for identifying creativity, which have a valid cross culture and socio-economic group.
A third way to identify creativity is by examining portfolios of material that children have assembled. Although portfolios are much more time consuming to evaluate, they are very effective identifiers in art, creative writing, music composition, and even for evaluating the creativity of science or social studies projects.
The greatest advantage of creativity tests is their ability to discover this talent in children who may not be high achievers in school — thus their talents are often less visible to adults. The only disadvantage to using creativity tests is using them inappropriately. In other words, if a child is obviously a creative thinker, artist or musician, a low test score should not supersede clear observations.
For free newsletters about creative children who march to the beat of a different drummer or information about GIFT, GIFFI or PRIDE, send a self-addressed, stamped envelope to the address below.
Dr. Sylvia B. Rimm is the director of the Family Achievement Clinic in Cleveland, Ohio, a clinical professor of psychiatry and pediatrics at the Case Western Reserve University School of Medicine, and the author of many books on parenting. More information on raising kids is available at www.sylviarimm.com. Please send questions to: Sylvia B. Rimm on Raising Kids, P.O. Box 32, Watertown, WI 53094 or firstname.lastname@example.org. To read features by other Creators Syndicate writers and cartoonists, visit the Creators Syndicate website at www.creators.com.
COPYRIGHT 2010 CREATORS.COM