Publication: La corrección de los tests de Pensamiento Divergente: controversias y soluciones
Authors
Ferrando Prieto, Mercedes ; Ferrándiz García, Carmen ; Sainz Gómez, Marta ; Prieto Sánchez, María Dolores
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Facultades de la UMU::Facultad de Educación
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Publisher
Asociación Iberoamericana de Diagnóstico y Evaluación Psicológica (AIDAP)
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DOI
https://doi.org/10.21865/RIDEP59.2.03
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info:eu-repo/semantics/article
Description
Abstract
Existen controversias sobre la corrección y puntuación de las pruebas de Pensamiento Divergente, especialmente en Originalidad y Elaboración, planteándose distintas alternativas para puntuarlas. El objetivo es estudiar un procedimiento alternativo para puntuar las dos dimensiones en el Test de Pensamiento Creativo de Torrance (TTCT; Torrance, 1974). Han participado 649 alumnos (5-12 años). El TTCT fue corregido según el manual (puntuaciones sumativas) y calculando la puntuación promedio de Originalidad y Elaboración. Se estudian las implicaciones de este sistema de puntuación: la estructura factorial del test y la identificación del potencial creativo. Se aborda la relación entre Fluidez-Originalidad y Fluidez-Elaboración, tema debatido en la literatura. Los resultados indican que la corrección basada en puntuaciones promedio, afecta a la estructura interna de la prueba, pero no a la identificación del potencial creativo. Los resultados apoyan la idea de que un perfil creativo combina las dimensiones de Fluidez, Originalidad y Elaboración.
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
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
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Citation
Mercedes Ferrando Prieto; Carmen Ferrándiz García; Marta Sainz Gómez; María Dolores Prieto Sánchez. La corrección de los Tests de Pensamiento Divergente: controversias y soluciones. Revista iberoamericana de diagnóstico y evaluación psicológica. Vol. 2, pp. 35 - 47. (Argentina): Asociación Iberoamericana de Diagnóstico y Evaluación, 2021. Disponible en Internet en: <https://www.aidep.org/sites/default/files/2021-04/RIDEP59-Art3.pdf>.
ISSN 1135-3848 DOI: 10.21865/RIDEP59.2.03
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