09 SES 11 C, Methodological Issues in Tests and Assessments
Development of creative abilities of pupils is dictated by the current stage of development of education system and society. Creativity is a competitive advantage in the modern world. Individuals without creativity will be left behind in a world in which non-creative thought can be automated, but creative solutions to problems are at a premium (Abbott, 2010)].
Creativity refers to a stable trait that enables the production of novel, original, and appropriate solutions and is distributed throughout the population (Brown, 1989). Self-efficacy, in contrast, refers to a person's belief in his or her own ability to actually perform specific tasks to achieve some objective given whatever obstacles may exist (Bandura, 2007).
There are many scientists devoted to studying broad aspects of creativity – its essence, importance, formation, connections with other traits, estimation and many others (Beghetto, 2013; Starko, 2014). Valuable contribution to the development of both theory and practice of creative training were made by R.A. Begetto (Begetto, 2013) and A.I. Starko (Starko, 2014). For more profound research of creativity there is a need in quantitative estimation of this construct (latent variable). Daniel Abbott constructed the questionnaire for estimation of creative self-efficacy (Abbott, 2010). The quality of this questionnaire was analyzed in the framework of classical test theory that cannot be used to obtain estimates of the latent variable on a linear scale . In this investigation, students’ creative self-efficacy is measured on a linear scale that, among other things, facilitates statistical analysis of this construct depending on various factors. Some aspects of this trait were measured within the framework of the theory of latent variables (Maslak, Rybkin, Anisimova, & Pozdniakov, 2015; Su-Pin Hung, Po-His Chen, & Hsueh-Chih Chen, 2012).
The purpose of this investigation is to establish a unidimensional interval scale for the construct “creative self-efficacy” in order to measure and compare the level of higher education of students in Russia, Ukraine, and Bulgaria based on this latent variable.
The following steps were taken in order to complete this investigation:
- Explore the possibility that indicators of questionnaire coherently define the latent trait “creative self-efficacy” with linear measurement properties;
- Measure the level of students’ creative self-efficacy on a linear scale;
- Carry out multifactor analysis of variance of the estimates of students’ creative self-efficacy depending on their university, gender, and grade.
1. Abbott, D. H. (2010). Constructing a Creative Self-Efficacy Inventory: A Mixed Methods Inquiry (2010). Open Access Theses and Dissertations from the College of Education and Human Sciences. Paper 68. http://digitalcommons.unl.edu/cehsdiss/68 2. Andrich, D. (1988). Rasch Models for Development, London, Sage Publications, Inc. 3. Bandura, A. (2007). Much ado over a faulty conception of perceived self-efficacy grounded in faulty experimentation. Journal of Social and Clinical Psychology, 26(6), 641-658. 4. Beghetto, R. A. (2013). Killing Ideas Softly? The Promise and Perils of Creativity in the Classroom. Charlotte, NC. Information Age Publishing Inc. 5. Brown, R. T. (1989). Creativity: What are we to measure? In JA Glover, RR Ronning, & CR Reynolds (Eds.), Handbook of creativity (pp. 3-32). New York: Plenum Press. 6. Maslak, A. A., Rybkin A. D., Anisimova T. S., & Pozdniakov S. A. (2015). Monitoring of pupils’ imagination within the framework of creativity formation program. Mediterranean Journal of Social Sciences, Vol. 6, No. 6, Supplement 5, December 2015, Special edition. – pp. 234-241. 7. Maslak, A. A., & Osipov, S. A. Measurement of Latent Variables. Certificate of the state registration of the computer programs № 2013618487. Date of the state registration in the Register of the computer programs September, 10, 2013. 8. Rasch, G. (1980). Probabilistic models for some intelligence and attainment tests (Expanded edition, with foreword and afterword by Benjamin D. Wright), Chicago, University of Chicago Press. 9. Starko, A. J. (2014). Creativity in the Classroom : Schools of Curious Delight. 5th Edition. New York and London. Taylor & Francis. 10. Su-Pin Hung, Po-His Chen, & Hsueh-Chih Chen (2012). Improving Creativity Performance: A Rater Examination with Many Facet Rasch Model. Creativity Research Journal, 24(4), 345-357. 11. Torrance, E. P. (2008). The Torrance Tests of Creative Thinking: Norms-technical manual. Bensenville, IL: Scholastic Testing Service. 12. Wright, B.D., Masters, G.N. (1982). Rating Scale Analysis, Chicago, MESA Press.
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