GIFTED AND TALENTED
CAP: Creativity Assessment Packet Frank Williams AGES: 6 through 18 TESTING TIME: 20 to 25 minutes ADMINISTRATION: Group
The Creativity Assessment Packet (CAP) measures the cognitive factors of fluency, flexibility, elaboration, originality, vocabulary, and comprehension. The CAP test packet consists of two group-administered instruments for children: the Exercise in Divergent Thinking (Forms A and B) and the Exercise in Divergent Feeling. A third instrument, the Williams Scale, is a rating instrument for teachers and parents of the same factors tested among children. The CAP is suitable for children ages 6 through 18 and is self-scoring.
COMPLETE CAP KIT INCLUDES: Examiner’s Manual, 25 Exercise in Divergent Thinking Forms A, 25 Exercise in Divergent Thinking Forms B, 25 Exercise in Divergent Feeling Forms, and 25 Williams Scale Forms, all in a sturdy storage box. (©1980)
#6565
CAP Complete Kit
$184.00
PCA: Profile of Creative Abilities Gail Ryser AGES: 5-0 to 14-11 TESTING TIME: 30 to 40 minutes ADMINISTRATION: Individual or small group The Profile of Creative Abilities (PCA) is specifically designed to (1) identify students gifted in the area of creative thinking, (2) monitor progress in classes of creative thinking, and (3) serve as a research tool. It was normed on a sample of 640 individuals in 11 states: Colorado, Connecticut, Indiana, Maine, Massachusetts, Missouri, New York, Oregon, Texas, Virginia, and Wisconsin. This reliable test is efficient and cost-effective. It takes under an hour (approxi- mately 30–40 minutes) to administer. Students between the ages of 5-0 and 14-11 can be tested either individually or in small groups. MODELS OF CREATIVITY
3. Intrinsic Task Motivation —suggests that individuals will be most creative when they are motivated primarily by interest, employment, satisfaction, and challenge. SUBTESTS The PCA consists of two subtests, each measuring two aspects of divergent production. • Drawing —Although this subtest is untimed, students are encouraged to complete it in 30 minutes or less. It is composed of 10 stimuli. The child is to use each stimulus to make or draw an original, detailed picture. It is scored based on four of the SOI’s six hypothesized creative abilities: sensitivity to problems, originality, redefinition, and penetration. Sensitivity to problems is operationalized as the number of new elements added to the pictures created by the child for each stimulus. Originality is operationalized as a unique picture as compared to the normative sample. Redefinition is operationalized as orientation: The child transforms the picture through location or position. Penetration is operationalized as perspective, illustrating that the child can see more than just what is on the surface. • Categories —In this subtest, students are to complete each form in three minutes, naming as many categories as possible. From two 4 × 5 matrices of 20 animal pictures and figures, the child is to form groups of at least 3 pictures or figures and tell the examiners how they are grouped. It is scored based on two of the SOI’s six hypothesized creative abilities: fluency and flexibility. Fluency is the number of responses made by the student. Flexibility is the number of categories into which the student groups the pictures or figures. RATING SCALE The 36-item rating scale measures creative abilities, domain-relevant skills, creativity- relevant processes, and intrinsic task motivation. Each item is scored using a 4-point Likert scale based on the degree to which the child exhibits each behavior described in the item. The rating scale can be completed by an educator (School Rating Scale) or by a parent/guardian (Home Rating Scale). COMPLETE PCA KIT INCLUDES: Examiner’s Manual, 25 Summary and Scoring Booklets, Picture Booklet, 25 Student Forms, 25 Home Rating Scales, and 25 School Rating Scales, all in a sturdy storage box. (©2007) $221.00 #12246 PCA Examiner’s Manual . . . . . . . . . . . . . . ................ 71.00 #12247 PCA Summary and Scoring Booklets (25) . . . . . . . . ......... 41.00 #12249 PCA Student Forms (25) . . . . . . . . . . . . . . ................ 41.00 #12250 PCA Home Rating Scales (25) . . . . . . . . . . . . .............. 41.00 #12251 PCA School Rating Scales (25) . . . . . . . . . . . . ............. 41.00 This is a restricted product. Go to www.proedinc.com for details on user qualifications and to complete the User Acceptance Form. #12245 PCA Complete Kit
The PCA is based on two models of creativity. The first is J. P. Guilford’s (1959) Structure of Intellect (SOI), consisting of an organized set of abilities used to process information. The SOI model includes three dimensions that determine different types of intellectual abilities: operation, content, and product. Guilford believed there exist six major groups of core creative abilities necessary for one’s creative endeavors: • Sensitivity to Problems —ability to be aware of the need for change or see defects and deficiencies that need to be addressed • Fluency —ability to produce a large number of ideas • Flexibility —ability to change set • Originality —ability to develop uncommon yet acceptable solutions to ideas • Redefinition —ability to transform an existing object or idea into one with a different design, function, or use • Penetration —ability to see more than what is on the surface The second model is T. M. Amabile’s (1996) Componential Model of Creativity, focus- ing on the social and environmental factors. This model consists of three basic com- ponents that are important in creativity. 1. Domain-Relevant Skills —includes competencies and talents that are applicable to the domain in which an individual is working. 2. Creativity-Relevant Processes —refers to the cognitive style, knowledge of heu- ristics, and work style that support and nurture creativity.
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