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