Examining the assessment of creativity with generalizability theory: An analysis of creative problem solving assessment tasks^✰

The assessment of creative problem solving (CPS) is challenging. Elements of an assessment procedure, such as the tasks that are used and the raters who assess those tasks, introduce variation in student scores that do not necessarily reflect actual differences in students’ creative problem solving abilities. When creativity researchers evaluate assessment procedures, they often inspect these elements such as tasks and raters separately. We show the use of Generalizability Theory allows researchers to investigate creativity assessment procedures - and CPS assessments in particular - in a comprehensive and integrated way. In this paper, we first introduce this statistical framework and the choices creativity researchers need to make before applying Generalizability Theory to their data. Then, Generalizability Theory is applied in an analysis of CPS assessment tasks. We highlight how alterations in the nature of the assessment procedure, such as changing the number of tasks or raters, may affect the quality of CPS scores. Furthermore, we present implications for the assessment of CPS and for creativity research in general.