Creativity is a quality that only some people have. Assess the level of non-standard thinking of staff using the Torrens test. Read about the study and interpretation of the results in the article.
From the article you will learn:
Features of the Torrens test
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"Fluency"
Result evaluation:
"Originality"- significant indicator
- Less than 30. Very bad.
- 30 to 34. Less than the norm.
- 35 to 39. A little below normal.
- 40 to 60. Norm.
- 61 to 65. Slightly above normal.
- 66 to 70. Above the norm.
- More than 70. Excellent.
- If several unfinished figures in the second subtest are used to create one drawing, award a number of points that corresponds to the number of figures.
- When the pairs of parallel lines in the third subtest are used to create one picture, give one point.
- The score is based on the statistical rarity of the person's response from 0 to 1 point.
- Only the drawing is judged, not its title.
- The overall score is obtained by adding up the scores for all the figures.
- 0 points: outstanding names, simple names of 1 word.
- 1 point: simple descriptive names that express what is seen in the picture (gray house, blue river).
- 2 points: figurative descriptive names (cozy village house, picturesque blue river).
- 3 points: philosophical names that express the essence of the drawing, its deep meaning.
- 0 points: the figure is closed in the simplest and fastest way: using a curve or a straight line, shading or solid hatching, a number or a letter.
- 1 point: the solution outperforms the ordinary connection of the figure, and the test-taker closes the figure quickly, but adds details on the outside later.
- 2 points: the stimulus figure does not close, remaining an open part, or closes with the help of a complex configuration.
- Score 1 point for each significant detail that complements the original figure. Evaluate the same type of small details together: all the petals - 1 point, the core of the flower - 1 point.
- If a drawing contains many of the same items, rate the elaboration of one of them, but add points for others as well. For example: there are several identical trees in the garden, there are clouds in the sky, etc. Let's give an extra point for each significant detail from trees, flowers, birds, and another point for the idea to draw similar pictures.
- When items are repeated but have a distinctive detail, give a point for each item. For example: many colors, but each has its own shade - 1 point for each color.
- Primitive images score 0 points.
- Less than 30. Very bad.
- 30 to 34. Less than the norm.
- 35 to 39. A little below normal.
- 40 to 60. Norm.
- 61 to 65. Slightly above normal.
- 66 to 70. Above the norm.
- More than 70. Excellent.
"abstract name"
"Short circuit resistance"
"Development" creativity
workers
From the article you will learn:
Features of the Torrens test
Recruiters are increasingly checking applicants, testing staff to determine the level of creativity. Thinking outside the box allows you to generate valuable ideas that take the business to a new level, distinguish the services or products of the company from competitors. If you want to evaluate staff, use the Torrens test.
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As a basis, the author took the concept of divergent thinking by J. Gilford and finalized it. A distinctive feature is considered to be a carefully selected set of tasks that provides a person with ample opportunities for the manifestation of creative abilities. This feature increases the reliability and validity of the test.
The Torrens Creativity Test is a powerful psychodiagnostic technique that requires training to work with. It consists of several parts. You need to run them in order. You can not exclude individual questions, pictures, otherwise you will get unreliable results.
The Torrance methodology for creativity reveals the verbal, sound and figurative components of thinking, helps to explore the components of the creativity of thinking, to obtain a qualitative characteristic. The test is sensitive to originality, flexibility, fluency, the ability to resist stereotypes and see the root of the problem.
Subtest 3: "Duplicate Lines"
The stimulus material of the Torrens creative thinking test consists of 30 pairs of parallel lines arranged vertically. Based on line pairs, a non-repeating pattern is created. Explain in detail the rules of execution, otherwise misunderstandings are possible, as people draw the same type of figures.
Learn all about assessing creativity in the e-zine " »
Interpreting Torrens Test Results to Assess Creativity
"Fluency" assessed in the second and third subtests. It characterizes the productivity of a person from the creative side. Count the total number of responses. Drawings of the following plan are recognized as inadequate: when creating, the stimulus material was not used; options with a meaningless name; abstract sketches. Do not include them in your scoring when performing a creativity diagnostic (Torrens test).
Result evaluation:
"Originality"- significant indicator creativity. The degree of originality indicates originality, unconventionality, a feature of a person's creative thinking.
Calculate the creativity score for the three Torrens subtests according to the rules:
"abstract name"- the ability to highlight the main thing, to understand the essence of the problem. Score in subtests 1 and 2. Score from 0 to 3, counting Torrance for creative thinking.
"Short circuit resistance"- reflects the ability to remain open to novelty, to postpone the final decision for a long time in order to make a mental leap and create an original idea. Calculate the indicator only in subtest 2. Give a score from 0 to 2 points.
"Development"- reflects the ability to develop ideas in detail. Assessed in three tests creativity Torrance, designed to diagnose the creative thinking of an employee.
Analyze the answers to the Torrens test, calculate the results. Add up all the scores obtained during the assessment, then divide them by five.
E. P. Torrance's creativity tests are not suitable for all areas, but they are indispensable in assessing office workers, designers, marketers, etc. To get reliable results, explain correctly and in detail what needs to be done by your employees or candidates for a vacant position.
Conclusion
If the work activity involves dealing with unusual situations, use the Torrens test to assess the extraordinary thinking of employees. Keep in mind that it is better to invite an expert than to misinterpret the results. Do not overestimate your own strength, because this test does not apply to easy options for checking personnel.
Subtest 1. "Draw a picture."
Draw a picture, while taking a colored oval spot cut out of colored paper as the basis for the drawing. The color of the oval is up to you. The stimulus figure has the shape and size of an ordinary chicken egg. You also need to give a name to your drawing.
Subtest 2. "Completion of the figure."
Draw ten unfinished stimulus figures. And also come up with a title for each picture.
Subtest 3. "Duplicate lines."
The stimulus material is 30 pairs of parallel vertical lines. Based on each pair of lines, you need to create some kind of (non-repeating) pattern.
Processing of results.
Processing the results of the entire test involves the evaluation of five indicators: "fluency", "originality", "elaboration", "resistance to closure" and "abstractness of names".
Key to the Torrens test.
"Fluency"- characterizes the creative productivity of a person.
Scored only in subtests 2 and 3 according to the following rules:
2. When calculating the indicator, only adequate responses are taken into account.
If a drawing, due to its inadequacy, does not receive a score for "fluency", then it is excluded from all further calculations.
The following drawings are considered invalid:
Drawings in which the proposed stimulus (an unfinished drawing or a pair of lines) was not used as an integral part of the image.
Drawings that are meaningless abstractions with a meaningless name.
Meaningful, but repeated several times, drawings are counted as one answer.
3. If two (or more) unfinished figures in subtest 2 are used to create one picture, then the number of points corresponding to the number of figures used is awarded, as this is an unusual answer.
4. If two (or more) pairs of parallel lines in subtest 3 are used to create one picture, then only one point is awarded, since one idea is expressed.
"Originality" - the most important measure of creativity. The degree of originality testifies to the originality, uniqueness, and specificity of the creative thinking of the person being tested.
The indicator of "originality" is calculated for all three subtests in accordance with the rules:
1. The score for "originality" is based on the statistical rarity of the answer. Ordinary, frequently occurring answers are rated at 0 points, all others at 1 point.
2. The picture is judged, not the title!
3. The overall score for originality is obtained by adding the scores for all the drawings.
List of answers for 0 points for "originality":
Note: If the list of non-original answers answers “human face” and the corresponding figure is turned into a face, then this drawing receives 0 points, but if the same unfinished figure is turned into a mustache or lips, which then become part of the face, then the answer is rated 1 score.
Subtest 1 - only the object that was drawn on the basis of a colored glued figure is evaluated, and not the plot as a whole - a fish, a cloud, a cloud, a flower, an egg, animals (entirely, a torso, a muzzle), a lake, a person's face or figure.
Subtest 2 - note that all unfinished figures have their own numbering, from left to right and top to bottom: 1, 2, 3, 10.
1 - number (numbers), letter (letters), glasses, human face, bird (any), apple.
2 - a letter (letters), a tree or its details, a person's face or figure, a panicle, a slingshot, a flower, a number (numbers).
3 - number (numbers), letter (letters), sound waves (radio waves), wheel (wheels), month (moon), human face, sailing ship, boat, fruit, berries.
4 - letter (letters), waves, snake, question mark, face or figure of a person, bird, snail (worm, caterpillar), animal tail, elephant trunk, number (numbers).
5 - number (numbers), letter (letters), lips, umbrella, ship, boat, person's face, ball (ball), dishes.
6 - vase, lightning, thunderstorm, step, ladder, letter(s), number(s).
7 - number (numbers), letter (letters), car, key, hammer, glasses, sickle, scoop (bucket).
8 - number (numbers), letter (letters), girl, woman, face or figure of a person, dress, rocket, flower.
9 - number (numbers), letter (letters), waves, mountains, hills, lips, animal ears.
10 - number (numbers), letter (letters), Christmas tree, tree, branches, bird's beak, fox, human face, animal muzzle.
Subtest 3: a book, a notebook, household appliances, a mushroom, a tree, a door, a house, a fence, a pencil, a box, a person's face or figure, a window, furniture, dishes, a rocket, numbers.
"abstract name"- expresses the ability to highlight the main thing, the ability to understand the essence of the problem, which is associated with the thought processes of synthesis and generalization. This indicator is calculated in subtests 1 and 2. The assessment takes place on a scale from 0 to 3.
0 points: Obvious titles, simple titles (names) stating the class to which the drawn object belongs. These names consist of one word, for example: "Garden", "Mountains", "Bun", etc.
1 point: Simple, descriptive names that describe specific properties of the drawn objects, which express only what we see in the drawing, or describe what a person, animal, or thing is doing in the drawing, or from which the names of the class to which the object belongs are easily deduced. - "Murka" (cat), "Flying Seagull", "Christmas Tree", "Sayan Mountains" (mountains), "The Boy is Sick", etc.
2 points: Imaginative descriptive titles "Mysterious Mermaid", "SOS", titles describing feelings, thoughts "Let's play"...
3 points: abstract, philosophical names. These names express the essence of the drawing, its deep meaning "My echo", "Why leave from where you will return in the evening."
"Short circuit resistance"- displays "the ability to remain open to novelty and variety of ideas for a long time, to postpone the final decision long enough in order to make a mental leap and create an original idea." Only counted in subtest 2. Score from 0 to 2 points.
0 points: the figure is closed in the fastest and easiest way: using a straight or curved line, solid hatching or shading, letters and numbers is also equal to 0 points.
1 point: The solution is superior to a simple closing of the figure. The test subject quickly and simply closes the figure, but then complements it with details from the outside. If details are added only inside a closed figure, then the answer is 0 points.
2 points: the stimulus figure does not close at all, remaining an open part of the drawing, or the figure closes with a complex configuration. Two points are also awarded if the stimulus pattern remains an open part of a closed pattern. Letters and numbers - respectively 0 points.
"Development» - reflects the ability to develop thoughtful ideas in detail. Scored in all three subtests. Evaluation principles:
One point is awarded for each significant detail of the picture that complements the original stimulus figure, while details belonging to the same class are evaluated only once, for example, a flower has many petals - all petals are counted as one detail. For example: a flower has a core (1 point), 5 petals (+1 point), a stem (+1), two leaves (+1), petals, core and leaves are shaded (+1 point) total: 5 points for the drawing.
If the drawing contains several identical objects, then the elaboration of one of them is evaluated + one more point for the idea to draw other similar objects. For example: there may be several identical trees in the garden, identical clouds in the sky, etc. One additional point is given for each significant detail of flowers, trees, birds and one point for the idea to draw the same birds, clouds, etc.
If items are repeated but each has a distinctive detail, then one point should be given for each distinctive detail. For example: there are many flowers, but each has its own color - one new point for each color.
Very primitive images with minimal "development" are rated at 0 points.
Interpretation of test results Torrance.
Sum the scores for all five factors (fluency, originality, abstractness of title, resistance to closure, and sophistication) and divide that sum by five.
The result obtained means the following level of creativity according to Torrance:
30 - bad
30-34 - below normal
35-39 - slightly below normal
40-60 - the norm
61-65 - slightly above the norm
66-70 - above normal
P. Torrens Creative Thinking Test
This test was first proposed by the American psychologist P. Torrens in 1962. The test is designed to diagnose creativity from preschool age (5-6 years). Complicated options can be used in other age groups (up to 17-20 years). The main task that P. Torrens set himself was to obtain a model of creative processes that reflects their natural complexity.
This method is based on the ability for divergent thinking (D. Gilford), for transformations and association, the ability to generate new ideas and develop them.
Torrance's twelve creative productivity tests are grouped into verbal, visual, and auditory batteries. The first is designated as verbal creative thinking, the second is figurative creative thinking, the third is verbal-sound creative thinking.
The test of creative thinking by P. Torrens suggests the possibility of various options and modifications. Recently, many different adapted modifications of this test have appeared (A. M. Matyushkin, N. V. Shumakova, E. I. Shelbanova, N. P. Shcherbo, V. N. Kozlenko, E. E. Tunik, A. E. Simanovsky, T. A. Barysheva). Below is the "classic version" of the P. Torrens test.
Preparing for testing
Before presenting the test, the following aspects of the work must be considered.
Tests do not allow any changes and additions. Even small "improvisations" require re-standardization and validation of the test. You should also not increase the run time of the test, as the normative data provided in the manual corresponds to the specified time limit.
During testing, it is necessary to create a favorable emotional atmosphere. The use of the words "test", "check", "exam" must be avoided, as an anxious, tense environment blocks the freedom of creative manifestations. Testing takes place in the form of an exciting game, interesting tasks, in an atmosphere of encouraging imagination, curiosity of children, and stimulating the search for alternative answers.
The optimal group size is 15-35 subjects. For younger children, the group size should be reduced to 10-15 people, and for preschoolers, individual testing is preferable.
The burden of performing the curly form of the test is 30 minutes. Taking into account the preparation, reading the instructions, possible questions, it is necessary to allocate 45 minutes for testing.
If the instruction raises questions from the children, answer them by repeating the instruction in words that are more understandable to them.
Verbal creative thinking (method of P. Torrens)
Verbal booklet "A"
Tasks 1-7
Instruction. I invite you to complete exciting tasks. All of them will require your imagination to come up with new ideas and combine them in various ways. When completing each task, try to come up with something new and unusual that no one else can come up with. Then try to supplement your idea so that you get an interesting story-picture.
The time to complete each task is limited, so try to make good use of it. Work quickly, but take your time. Try to think of ideas. If you have time to fully complete the task before the command about the expiration of time - sit quietly and wait until permission is given to everyone to proceed to the next task. If you do not have time to complete the task in the allotted time period, proceed to the next one according to the general command. If you have any questions, silently raise your hand, and I will come to you and give you the necessary explanations.
The first three tasks will be related to the picture you see (Fig. 1). These tasks allow you to find out if you can ask questions and speculate about certain events, their causes and consequences.
Look at the picture and think: what happened? What can you say with certainty by looking at this picture? What else do you need to know in order to understand what happened, why it happened and how it could end?
Fig.1
Task 1. Ask questions
Instruction. Write all the questions you can think of from this picture (a blank sheet of paper is attached to this and subsequent tasks, on which question numbers from 1 to 23 are written in a column). Ask all the questions you need to understand what happened. Don't ask questions that can be answered by looking at a picture. Look at the picture for as long as you want.
Task 2. Guess the reasons
Instruction. Try to find and write down as many reasons as possible for the event shown in the picture. You can start from those events that could happen before the moment shown in the picture, or after a long time after it. Don't be afraid to guess.
Task 3. Guess the consequences
Instruction. List as many possible outcomes of the event shown in the picture as you can. Write about what might happen immediately after the event, or about what might happen far in the future.
Task 4. Improvement results
Instruction. You see a sketch (sketch) of a soft toy - an elephant (Fig. 2). Think about how you can change this toy elephant to make it more fun and fun for kids to play with. Write the most interesting and unusual ways to change it.
Fig.2
Task 5. Unusual uses (cardboard boxes)
Instruction. Most people throw away empty cardboard boxes, but these boxes can have thousands of interesting and unusual uses. Come up with as many interesting and unusual uses as you can. Don't limit yourself to the uses you've seen or heard about.
Task 6. Unusual questions
Instruction. This activity asks you to come up with as many questions about cardboard boxes as possible. These questions should offer a wide variety of answers and draw interest in other boxes. Try to come up with the most unusual questions about the properties of cardboard boxes that usually do not come to mind.
Task 7. Let's imagine
Instruction. Imagine this incredible situation: ropes are attached to the clouds and hang down to the ground (Fig. 3). What happened? Think about what possible events this will lead to, what could be the consequences? Express as many guesses and assumptions as possible. Write down your thoughts and guesses.
Visual creative thinking (P.Torrens method)
Building an image based on a graphic stimulus
Non-verbal booklet "A"
Subtest 1. Draw a picture
Test material: a) an oval-shaped figure (Fig. 4) made of colored paper. The color of the figure can be any, but such a saturation that it is possible to draw details not only outside, but also inside the contour; b) a blank sheet of paper; c) glue; d) colored pencils.
Instruction. You received a figure made of colored paper and glue. Think of any picture that this figure would be a part of. It can be any object, phenomenon or story.
Use glue to place this figure on a blank sheet of paper anywhere you like. And then finish it with pencils to get the picture you conceived.
Try to come up with a picture that no one else could come up with. Add new details and ideas to your drawing to make it as interesting and captivating a story as possible.
When you've finished drawing, think of a title for it and write it at the bottom of the sheet. Make this name as unusual as possible. Use it to better tell your story.
Start working on a drawing, making it different from others and writing as complex and interesting a story as possible.
Comment. At the ninth minute, remind the children to finish and sign the title of the drawing, as well as their last name and class. After ten minutes, turn off the stopwatch and stop working on Subtest 1.
Subtest 2. Finish the drawing
Test material: a) a simple pencil; b) a test form consisting of ten squares, which depict graphic contours of various shapes (Fig. 5).
Instruction. On these sheets, unfinished figures are drawn. If you add lines to them, you get interesting objects or plot pictures. Try to come up with pictures or stories that no one else can come up with. Make it complete and interesting, add new ideas to it. Come up with an interesting title for each picture and write it at the bottom of this picture. (If the children are frustrated at not completing the task on time, say something like this: “You all work differently. Some people manage to draw all the drawings very quickly, and then go back to them and add details. Others manage to draw only a few, but from each drawings create very complex stories. Continue working in the way you like best, in the way that suits you.") After ten minutes, turn off the stopwatch and stop work.
Subtest 3. Lines
Instruction. Build as many objects or plot pictures as possible from each pair of lines (Fig. 6). These lines should make up the bulk of your painting. With a pencil, add lines to each pair to complete the picture. You can draw between lines, above lines, around lines, anywhere.
Make up as many objects or pictures as you can. Try to make them as interesting as possible. Label each picture with a title.
After ten minutes, the task is terminated. If the children were unable to write names for their drawings, ask them for names immediately after testing.
Verbal-sound creative thinking
Diagnostics of verbal-sound creative thinking consists of two tests carried out using a tape recording.
In the first test - "Sound and Images" - familiar and unfamiliar sounds are used as acoustic stimuli for recognition and association (natural, synthetic and musical sounds are used).
The second test - "Sound imitation and images" - contains various words, intonations, reminiscent of various meaningful signs (creaking, crackling), imitating natural sounds inherent in some object, musical intonations, intonation complexes, modeled on a synthesizer.
In both tests, the subject, after listening to the sound recording, writes what this or that sound is like. When answering, complete freedom is given to the imagination of the child.
Sound sequences are presented four times.
Processing of experimental data
Characteristics of the main indicators of creative thinking
1. Ease (fluency) - a quantitative indicator that reflects the ability to generate a large number of ideas (associations, images). Measured by the number of results. 2. Flexibility - reflects the ability to put forward a variety of ideas, move from one aspect of the problem to another, use different solution strategies.
Measured by the number of categories. Categories:
the natural world;
animal world;
Human;
mechanical;
symbolic;
decorative elements;
specific (city, house, highway, yard);
art;
dynamic phenomena.
Originality - characterizes the ability to put forward ideas that are different from the obvious, normative. It is measured by the number of extraordinary and non-recurring answers, images, ideas.
Elaboration (thoroughness, detailing of images) - fixes the ability to invent, constructive activity. It is measured by the number of essential and non-essential details in the development of the main idea.
Therefore, when processing empirical data, not only the quantitative result (points) is significant, but also the reasons for this result.
Non-verbal booklet "A"
Building an image based on a graphic stimulus. The adaptation of the test was carried out by N. V. Shumakova, E. I. Shelbanova, N. P. Shcherbo.
Evaluation of the assignment for subtest 1 "Draw a picture"
Originality. When processing, a scale from 0 to 5 points is used, according to the frequency of occurrence of the same answers. Answers found in 5% or more of the cases receive 0 points. Obvious answers are also evaluated, such as “drop”, “pear”, “egg”.
Answers found in 4.00-4.99% are scored 1 point, in 3.00-3.99% - 2 points, in 2.00-2.99% - 3 points, in 1.00-1, 99% - 4 points. All other answers receive 5 points.
Answers that do not correspond to the task are not counted if the picture is not associated with a colored shape.
Careful development. The processing of this indicator is based on two provisions: the first includes the concept of the simplest answer - the minimum and primary. In the second, inventing and depicting details refers to the manifestation of creativity, which determines the level of development of ideas.
When evaluating the thoroughness of the development, points are given for each significant detail (essential idea) that complements the original stimulus figure, both within its contour and beyond. At the same time, the basic simplest answer must be significant, otherwise its elaboration is not evaluated.
One point is given for each significant detail of the general answer (in this case, each class of details is assessed once and is not taken into account when repeating);
color, if it complements the main idea;
hatching (but not for each line, but for the general idea);
decoration, if it makes sense;
each design variation (except for purely quantitative repetitions) that is significant in relation to the main answer;
every detail in the title beyond what is necessary. If the line divides the drawing into two significant parts, points are calculated in both parts of the drawing. If a line represents a specific item (belt, scarf...), it is worth one point.
Fluency. This indicator is determined by counting the number of completed figures. The maximum score is 10.
Flexibility. This indicator is determined by the number of different response categories. Both the figures themselves and their names (which sometimes do not match) can be used to define categories.
Originality and thoroughness of development evaluated in the same way as subtest item 1 processing.
Evaluation of the assignment for subtest 3 "Line"
Produced similarly to the first two technologies.
Additional bonus points for the originality of the idea.
These points are given:
1, For non-standard thinking and deviation from the generally accepted, which manifests itself in the combination of several initial repeating figures (pairs of parallel lines) into a single drawing. P. Torrens attributes this to the manifestations of a high level of creative abilities. Such children see opportunities where they are hidden from others.
In this regard, it is necessary to award additional points for combining the original figures into blocks: combining two pairs of lines - 2 points; three - five pairs - 5 points, six - ten pairs - 10 points, eleven - fifteen pairs - 15 points, more than fifteen pairs - 20 points.
These bonus points are added to the total score for originality for the entire third task.
2. For the aesthetic artistic components of the embodiment of the idea. Experimental studies have shown that artistically gifted children include aesthetic and artistic elements in the performance of tasks. These elements primarily include:
a) emotional expressiveness of the incarnation (expression);
b) the integrity of the composition at a high level of development.
These manifestations of creative abilities are extremely difficult to standardize, since they reflect the individual characteristics of the individual; therefore, scoring is the prerogative of the experimenter together with an expert group - specialists in the field of aesthetic education and art education.
Creative thinking determines many personality traits, including the ability to adapt to environmental conditions. There are many techniques that help determine how creative a person is. But the most informative is the Torrens test.
Characteristics of E.P. Torrensa
Creativity means digging deeper, seeing better, correcting mistakes, talking to a cat, diving into the depths, walking through walls, setting the sun on fire, building a castle in the sand, welcoming the future.
Alice Paul Torrance
Psychologist Alice Paul Torrance from Georgia (USA) in the middle of the twentieth century developed a series of 12 tests, combined into verbal, visual and sound categories. Scientists from the Institute of Psychology at the Russian Academy of Sciences in the 90s of the last century adapted the figure part of the Torrens method in such a way that it became possible to study creative abilities among children who have reached the age of 5 years. The essence of diagnostics is to supplement the proposed elements by the subjects until an image is obtained that is perceived as a whole picture. At the same time, the child does not need the skills of an artist.
The objectives of the study are:
- determine the level of development of the subject's intellect;
- to individualize the education of children who think extraordinary;
- develop correction programs for non-standard children;
- identify the creative abilities of each individual and determine their direction.
Initially, the technique involved working with a set of 10 pictures, but Torrens' domestic colleagues reduced their number to 3 in order to avoid repetition of stimulus samples and reduce testing time.
The procedure for diagnosing the creative thinking of children
With preschool children, it is better to carry out diagnostics on an individual basis, in the junior and middle levels - in groups of 10-15 people, and in high school it is recommended to organize a test among the whole class (up to 30-35 schoolchildren).
To complete the tasks, as much time is given as the subjects need (within reason). But some experts argue that you should adhere to the original methodology, where 10-20 minutes are allotted for work.
Testing should be preceded by a conversation about the problems that are troubling children at the moment (for example, how to tell mom that a little violator was scolded in class). It is very important to set up the subjects for an atmosphere of trust and calmness. To do this, before working with stimulus material, you can turn on relaxing music or read aloud short poems, fairy tales.
Instructions for organizing diagnostics:
- The organizer gives the children sheets with elements of figures and a set of multi-colored ovals, as well as writing instruments - pens or colored pencils.
- Children collectively sign the forms (under the guidance of an adult).
- The experimenter explains to the subjects how to work with each of the subtests (you should definitely stipulate that you need to be economical with time, and if questions arise, do not shout, but raise your hand - in group work):
- 1st. “Draw a picture and sign it, using an oval of any color as a basis.”
- 2nd. "Complete each of the 10 shapes so that you get whole drawings, give a name to your images."
- 3rd. “Create non-repeating pictures from pairs of lines and be sure to title your creations.”
- The kids get to work. If necessary, an adult helps to sign the drawings.
The child did not understand the instructions? It should be explained to him again, more clearly. It is by no means possible to give examples of how tasks are performed.
If at the end of the test the test subject did not have time to sign any drawing, then by all means it is necessary to find out the name of the figure and add it, otherwise the evaluation results will not be entirely objective. That is why it is necessary to conduct group testing with assistants who could take over the help in monitoring the work of the test subjects.
File: Incentive material for testing
Processing and interpretation of results
Analysis by criteria
Torrens argued the idea of a five-step structure that forms creative thinking. During the analysis of the test, the relevance of each criterion is determined.
Fluency
This is an indicator of the creative productivity of the subject, subtests 2 and 3 are important for its analysis. The number of processed pictures is counted, taking into account exceptionally understandable answers, as well as single images of figures (repetitions are counted as one option). The obscure ones are:
- do not use a stimulus;
- are an abstraction without meaning;
- have vague titles.
Originality
All 3 subtests are used for calculation (names are not taken into account!). When the answer is rare, that is, it is not banal, 1 point is given; if often - 0. Then the final score (sum of points) for all drawings is displayed. List of non-original answers, including possible numbers and letters:
| Form number | Picture | Thing |
| Stimulus #1 | lake, cloud, camomile, egg, fish, human face | |
| Stimulus #2 | 1 | human face, glasses, any kind of birds, apples |
| 2 | tree branch, any size slingshot, broom, male or female face | |
| 3 | wheels, steamship or ship, boat, fruit | |
| 4 | snake, question mark, elephant trunk, caterpillar or worm, tail of any animal, human figure | |
| 5 | sponges, ship, umbrella | |
| 6 | vase, lightning bolt, rocket | |
| 7 | key, car, monocle or glasses, ladle | |
| 8 | face or human figure, style of dress, man or woman, rocket | |
| 9 | mountains, sea waves, ears of representatives of the fauna | |
| 10 | bird's beak, fox's body, face, twigs | |
| Stimulus #3 | book, notebook, fence, pencil box, window, furniture |
For combining several stimulus drawings into one picture, the subject is given additional points: two - 2 points, from three to five - 5, from six to ten - 10.
Abstractness of the name
To analyze the ability to focus on the main thing, it is also necessary to process all 3 subtests, adding or not adding points for each name:
- 0 points are set for plain headings that name the class of ownership of the depicted object (“Mountains”, “Bulka” and so on);
- 1 point - for the name, which gives an idea of the class to which the picture belongs ("Murka", "Smart Tree" and others);
- 2 points - for names-images ("Mysterious Mermaid", "Dragon's Tail" and others);
- 3 points - for descriptive headlines that convey a deep meaning ("My echoes", "Is there a way out? ..").
Opposition to isolation
This criterion characterizes the ability to concentrate for a long time in order to produce a qualitatively new idea. Only subtest #2 is analyzed:
- 0 points are given in the following case: flat or wavy lines, strokes, color-filled areas are used to close the figure. Letters and numbers - 0 points.
- 1 point: the figure has elementary connections, but is “decorated” with elements on the outside (0 points are given when complementing from the inside).
- 2 points: a complex configuration is used for closing or the stimulus image remains open (including inside a closed, completed figure). If there are letters or numbers in the picture, then nothing counts.
Elaboration
The analysis of how the subject can detail the idea is carried out on 3 subtests. 1 point is awarded for each meaningful detail of the picture.
- Elements of the same class are evaluated as one (for example, for any number of leaves, the child receives 1 point).
- For the idea to draw several uniform details, one mark is also given (for example, identical trees in the forest).
- Uniform objects but with original elements deserve 1 point for each difference (for example, flowers of a different kind - roses, tulips, peonies).
For primitive drawings with a minimum amount of detail, 0 points are given. These include, for example, trees in the form of straight lines, flowers with stroked stems, flowers with semicircular petals, and so on.
Scoring
Based on the results of summing up all the points given, you can get an idea of the level of creativity of the child. To do this, divide the resulting amount by 5 and compare with the scale:
- 30 points - low level of creativity;
- 30–34 - below the required level;
- 35–49 - slightly worse than normal;
- 40–60 - standard level;
- 66–70 - above the accepted standard;
- 70 and more is a great result.
If the score is less than 49 points, the child needs to be engaged additionally, using the possibilities of interactive creativity, for example, online master classes in drawing, modeling, and so on. It will also be useful to introduce the child to the knowledge of beauty - visiting museums, art galleries, theaters and other places and cultural events. If the result is below 25, then you should contact the defectologist to develop an individual correction program.
Brief test. Figured form.
An abbreviated version of the figurative (curly) battery of P. Torrance's creativity test is the "Finish the drawing" task.
The task "Finish the drawing" is the second subtest of the curly battery of P. Torrance's creative thinking tests.
The test can be used to study the creative giftedness of children from preschool age (5-6 years old) to the final grades of school (17-18 years old). The subjects must give answers to the tasks of these tests in the form of drawings and captions to them. If the children cannot write or write very slowly, the experimenter or his assistants should help them label the drawings. In this case, it is necessary to follow the child's plan exactly.
Theoretical basis
P. Torrens tests were developed in connection with the objectives of education as part of a long-term research program aimed at creating such methods of working with students that would stimulate their creativity. When creating tests, the author sought to obtain models of creative processes that reflect their natural complexity. But the main goal of the research of P. Torrance and his collaborators was to prove the reliability and predictive validity (validity) of creative thinking tests.
These studies, lasting 7, 12 and 22 years, led to the improvement of the original versions of the tests 1958-1966 it. in the direction of increasing their reliability and validity, diversity of indicators (versions 1974, 1979, 1984).
In addition, the following characteristics were identified to assess the creative achievements of those who demonstrated high test scores:
- the number of achievements in the natural and human sciences, art, organizational activity (leadership) during schooling, determined by the subject himself from a list of 25 types;
- a similar indicator of achievement after graduation;
- indicator of creative lifestyle (determined by the subject himself according to the list of 22 types of creative behavior);
- assessment of creative achievements by independent experts;
- expert evaluation of professional plans.
P. Torrance's longest longitudinal study studied the relationship between test indicators of creativity in younger schoolchildren and each of the above indicators of their creative achievements 22 years later. All correlations (connections) were highly reliable. The multiple correlation coefficient of the day for all five criteria reached 0.63, which indicates a significant relationship between the studied indicators, even with such a long period of time between surveys.
However, high levels of creativity tests in children did not at all guarantee their creative achievements, but only indicated a high probability of their manifestation.
In order to explain the role of creativity in understanding, predicting and developing creativity, P. Torrens proposed a model of three partially intersecting circles corresponding to creative abilities, creative skills and creative motivation. A high level of creative achievement can only be expected if all three of these factors coincide.
In other words, in the absence of creative motivation (striving for something new, commitment to a task, etc.), a high level of creative abilities cannot guarantee creative achievements in art, science, or other activities, even with full mastery of the latest technologies. And vice versa, the presence of appropriate motivation and the acquisition of the necessary knowledge and skills in the absence of creative opportunities cannot lead to a creative result, providing only performing skills.
Important conditions for the creative realization of gifted children are also, firstly, the support of their hobbies by adults, secondly, the level of their intellectual abilities, and thirdly, the experience of living and studying in other countries (early mastery of foreign languages).
The first position was confirmed in studies conducted by scientists from different countries. For example, even adolescents who consider independence a necessary condition for the stability of their hobbies emphasize the importance of supporting their interests ("but without pressure") from their parents. At the same time, the stability of the interests and extracurricular hobbies of children is an important, but often ignored, characteristic of their creative productivity.
Like P. Torrens, most psychologists include among the obligatory signs of giftedness the intellectual development of a child above the average age level, since only such a level provides the basis for creative productivity. At the same time, a combination of an above-average level of intelligence development with a high level of creative thinking is recognized as more favorable for predicting the development of giftedness and creative achievements than even a very high level of development of only one of these aspects.
And finally, observations of gifted children have demonstrated a beneficial effect on their development of early acquaintance with various types of behavior, speech, and learning, which contributes to the formation of a more versatile view of the world, a more flexible approach to problems, and the actualization of various forms of self-expression.
Adaptation
An attempt to adapt one of the subtests of the full Torrens test was made by A.N. Voronin - subtest "Completion of pictures" (Complete Figures) - on a sample of managers aged 23 to 35 years. The test was adapted in 1993-1994 in the laboratory for diagnosing abilities and PVK of the Institute of Psychology of the Russian Academy of Sciences. When adapting, special emphasis was placed on identifying non-verbal creativity as a certain ability to “generate” a new, original product in conditions of minimal verbalization. In other words, the verbalization of the material with which the subject is working and the means of "generating" a new product is not obligatory and secondary. The designation by the subject of what is drawn in some words is not essential in interpreting the results and is used only for a more complete understanding of the drawing.
Procedure
Preparing for testing
Before presenting the test, the experimenter should read the instructions in full and carefully consider all aspects of the work. Tests do not allow any changes and additions, as this changes the reliability and validity of test indicators.
The use of the words "test", "exam", "check" in all explanations and instructions should be avoided. If the need arises, it is recommended to use words: exercises, drawings, pictures, etc. During testing, it is unacceptable to create an anxious and tense environment for an exam, test, or rivalry. On the contrary, one should strive to create a friendly and calm atmosphere of warmth, comfort, trust, encourage the imagination and curiosity of children, stimulate the search for alternative answers. Testing should take place in the form of an exciting game. This is very important to achieve reliable and objective results.
It is necessary to provide all students with test items, pencils or pens. Everything superfluous must be removed. The experimenter needs to have instructions, a test sample, as well as a clock or stopwatch. Simultaneous testing should not be carried out in large groups of students. The optimal group size is 15 - 35 people, i.e. no more than one class.
For younger children, the group size should be reduced to 5-10 people, and for preschoolers, individual testing is preferable. During testing, the child should sit at the table alone or with the experimenter's assistant.
The test run time is 10 minutes. Together with preparation, reading instructions, handing out sheets, etc., it is necessary to allocate 15 - 20 minutes for testing.
When testing preschoolers and younger schoolchildren, experimenters should have a sufficient number of assistants to help in the design of captions for the figures.
Before handing out the worksheets, the experimenter should explain to the children what they will do, arouse their interest in the tasks and create motivation to complete them. To do this, you can use the following text, which allows various modifications depending on specific conditions:
"Guys! It seems to me that you will get great pleasure from the work ahead of you. This work will help us to find out how good you are at inventing new things and solving different problems. You will need all your imagination and ability to think. I hope you let your imagination run wild and you enjoy it."
If the figure test needs to be retaken, explain to students this way: “We want to know how your inventiveness, imagination, and problem-solving skills have changed. You know that we measure our height and weight at regular intervals to see how much we have grown and recovered. We do the same to find out how your abilities have changed. It is very important that this is an accurate measurement, so try to show your best.”
Test Instructions
After preliminary instructions, worksheets with tasks should be distributed and each subject should indicate the last name, first name and date in the appropriate column. Preschoolers and toddlers should be assisted with this information. In this case, it would be better if you enter the data in advance and distribute the sheets with the columns already filled in to the children.
After these preparations, you can start reading the following instructions:
“You have to complete exciting tasks. All of them will require your imagination to come up with new ideas to combine them in various ways. When completing each task, try to come up with something new and unusual that no one else in your group (class) can come up with. Then try to supplement and complete your idea so that you get an interesting story-picture.
The time to complete the task is limited, so try to make good use of it. Work quickly, but take your time. If you have any questions, silently raise your hand - and I will come to you for the necessary clarifications.
The test task is formulated as follows:
“There are unfinished figures drawn on these two pages. If you add additional lines to them, you will get interesting objects or plot pictures. You have 10 minutes to complete this task. Try to come up with a picture or story that no one else can come up with. Make it complete and interesting, add new ideas to it. Come up with an interesting title for each picture and write it down below the picture.
If students are worried that they won't be able to finish an assignment on time, reassure them by telling them the following: “You all work differently. Some people manage to draw all the drawings very quickly, and then return to them and add some details. Others manage to draw only a few, but from each drawing they create very complex stories. Keep working the way you like best, the way you feel most comfortable.”
This instruction must be presented strictly according to the text, without allowing any changes. Even small modifications to the instructions require re-standardization and validation of the test.
If the children do not ask questions after the instructions, you can proceed to the task. If the instruction raises questions, try to answer them by repeating the instruction in words that are more understandable to them. Avoid giving examples or illustrations of possible sample answers! This results in a decrease in originality and, in some cases, in the total number of responses. Strive to maintain friendly, warm and relaxed relationships with children.
Although the instructions state that the tasks include two pages, some children lose sight of this fact and do not find the second page. Therefore, children should be specially reminded of the second page with tasks. It is necessary to carefully monitor the time using a stopwatch.
After 10 minutes, the execution of tasks stops, the silts are quickly collected. If the children were unable to write names for their drawings, ask them for these names immediately after testing. Otherwise, you will not be able to estimate them reliably.
To do this, it is convenient to have several assistants, which is especially important when testing younger students and preschoolers.
Results processing
An important condition for the high reliability of the test is a careful study of the index of evaluation of test indicators and the use of these standards as the basis for judgments.
Measurement procedures
- Read the manual. You must clearly understand the concept of P. Torrance's creative thinking: the content of indicators of fluency, flexibility, originality and thoroughness in the development of ideas as characteristics of this process.
- The first step is to determine if the answer is worth counting, i.e. whether it is relevant to the task. Those answers that do not correspond to the tasks are not taken into account. Answers are considered irrelevant, in which the main condition of the task is not met - to use the original element. These are the answers in which the subject's drawing has nothing to do with the unfinished figures.
- Response processing. Each relevant idea (i.e., a drawing that includes the original element) should be assigned to one of the 83 response categories. Using these lists, determine the response category numbers and scores for their originality. Write them down in the appropriate boxes.
If the originality of the answers is rated 0 or 1, the category of answers can be determined from list 1.
This list includes the least original responses for each of the test shapes. For more original answers (with originality of 2 points), list No. 2 has been compiled. This list contains categories that are common to all test figures.
Then the scores for development each answer, which are entered in the column reserved for these performance indicators. Indicators of the categories of originality and elaboration of answers are recorded on the form, in the line corresponding to the figure number. Omissions (absence) of answers are also recorded there.
Indicator fluency for the test can be obtained directly from the last answer number if there were no gaps or irrelevant answers. Otherwise, you should count the total number of responses taken into account and write this number in the appropriate column. To determine the score flexibility, cross out the repeating answer category numbers and count the remaining ones. Total score for originality is determined by adding all the scores in that column without exception. Similarly, the total indicator is determined development answers.
Checking the reliability of measurements
Checking the reliability of measurements. From time to time it is recommended to compare the data of one's own processing of tests with the data of processing of the same tests by a more experienced experimenter. All discrepancies should be identified and discussed. It is recommended to calculate the correlation coefficients between the indicators obtained by two researchers in the processing of 20 - 40 protocols. Another way to check the reliability is to re-process the experimental materials by the same researcher after one or more weeks. When using forms for processing, these types of controls will not take much time.
Test score indicator. The index includes data obtained for 500 schoolchildren in Moscow in 1994. The age of the subjects is from 6 to 17 years.
Fluency. This indicator is determined by counting the number of completed figures. The maximum score is 10.
Flexibility. This indicator is determined by the number of different response categories. To determine the category, both the pictures themselves and their names (which sometimes do not match) can be used. The following is list #2, which includes 99% of the responses. For those responses that cannot be included in any of the categories on this list, new categories should be used, labeled "XI", "X2", etc. However, this is very rarely required.
Originality. The maximum score is 2 points for non-obvious answers with a frequency of less than 2%, the minimum score is 0 points for answers with a frequency of 5% or more, and 1 point is counted for answers that occur in 2 - 4.9% of cases. Data on the assessment of the category and the originality of the answer are given in the list No. 1 for each figure separately. Therefore, it is advisable to start interpreting the results using this list. Bonus points for originality of responses in which the subject combines several original figures into a single drawing. Torrance considers this to be a manifestation of a high level of creativity, since such responses are quite rare. Torrance considers it necessary to award additional points for originality for combining the original figures into blocks: combining two drawings - 2 points; association of 3-5 drawings - 5 points; association of 6 - 10 drawings - 10 points. These bonus points are added to the originality score for the entire assignment.
Elaboration. When evaluating the thoroughness of developing responses, points are given for each significant detail (idea) that complements the original stimulus figure, both within its contour and beyond it. At the same time, however, the basic, simplest answer must be significant, otherwise its elaboration is not assessed. One point is given for:
- every essential detail of the overall answer. In this case, each class of parts is evaluated once and is not taken into account when iterating. Each additional detail is marked with a dot or a cross once;
- color, if it complements the main idea of the answer;
- special hatching (but not for each line, but for the general idea);
- shadows, volume, color;
- decoration, if it makes sense in itself;
- each design variation (except for purely quantitative repetitions) that is significant in relation to the main answer. For example, identical objects of different sizes can convey the idea of space;
- rotation of the picture by 90 ° or more, unusual angle (view from the inside, for example), going beyond the task of most of the picture;
- every detail in the title beyond the required minimum. If the line divides the drawing into two significant parts, the scores in both parts of the drawing are calculated and summed up. If the line denotes a specific item - a seam, a belt, a scarf, etc., then it is worth 1 point.
This indicator is not specific to creative thinking and is useful primarily because it allows you to understand other indicators of CTTM. The data show (see Table 1) that most children in grades 1–8 complete 7 to 10 tasks, while high school students complete 8 to 10 tasks. The minimum number of completed tasks (less than five) occurs most often in adolescents (grades 5–8).
Flexibility
This indicator evaluates the diversity of ideas and strategies, the ability to move from one aspect to another. Sometimes it is useful to correlate this score with the fluency score, or even calculate an index by dividing the flexibility score by the fluency score and multiplying by 100%. Recall that if the subject has a low indicator of flexibility, then this indicates the rigidity of his thinking, low level of awareness, limited intellectual potential and (or) low motivation.
Originality
This indicator characterizes the ability to put forward ideas that differ from the obvious, well-known, generally accepted, banal or firmly established. Those who receive high values of this indicator are usually characterized by high intellectual activity and non-conformity. Originality of solutions implies the ability to avoid easy, obvious and uninteresting answers. Like flexibility, originality can be analyzed in relation to fluency using an index calculated in the manner described above.
Elaboration
High values of this indicator are typical for students with high academic performance, who are capable of inventive and constructive activity. Low - for lagging behind, undisciplined and negligent students. The indicator of elaboration of answers reflects, as it were, a different type of fluency in thinking and in certain situations can be both an advantage and a limitation, depending on how this quality is manifested.
Stimulus material
Stimulus material
Literature
Matyushkin A.M. (ed.) Figured form A of E. Torrance's creative thinking test, adapted by employees of the All-Union Center "Creative Giftedness" of the Research Institute of OPP APS of the USSR. M.: Publishing house of NII OPP APN USSR, 1990.
