Issues and opportunities when using rating scales to identify creatively gifted students
Applying an IRT approach
Bibliographic Data
| ID | 15413236 |
|---|---|
| Authors | Lisa M Ridgley (0000-0002-0990-7325, Ball State University, corresponding author), Lisa Davia Rubenstein (0000-0003-0945-8387, Ball State University), W Holmes Finch (0000-0003-0393-2906, Ball State University) |
| Year | 2019 |
| Volume | 34 |
| Issue | 1-2 |
| Pages | 6-18 |
| Publication date | 2019-07-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Gifted and Talented International (JOURNAL) |
| Journal identifiers | ISSN: 1533-2276 • E-ISSN: 2470-9565 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15332276.2020.1722041 |
| OpenAlex | W3008937324 |
| Language | EN |
| Citations received | 4 |
| References cited | 40 |
Identifying creatively gifted students remains a challenging yet important task. Often, teacher rating scales are used to assess students’ creative behaviors; however, the school environment may not always provide opportunities for students to demonstrate creative ability, making it challenging for teachers to observe students’ creative potential. Therefore, the purpose of this study was to (1) explore students’ perceptions of their own creativity, (2) determine the discriminatory validity of the creativity subscale of the Scales for Identifying Gifted Students (SIGS-C), and (3) compare students’ and teachers’ ratings on the SIGS-C. Data were collected from 236 middle and high school students and their teachers in the United States. Significant differences existed between how students perceived their creativity in general and at school (t(217) = 7.946, p < .001), and their SIGS-C scores more closely correlated with their general ratings (r = .64, p < .001) than their school ratings (r = .20, p < .001). SIGS-C items were analyzed using an IRT approach, and two items (breaking gender stereotypes, spending time alone) did not adequately differentiate between levels of creativity on teacher or student rating scales. Finally, teachers’ ratings were minimally but significantly correlated with the students’ ratings (r = .14, p = .046), demonstrating the importance of considering multiple sources of data when identifying creatively gifted students
Cognitive psychology · Developmental psychology · Mathematics education · Rating scale · Applied Psychology · Art Education and Development · Creativity in Education and Neuroscience · Education, Achievement, and Giftedness · Psychology
The Relationship Between Mathematical Creativity and Mathematical Giftedness
A Critical Review of Assessments of Creativity in Education
Examining the Psychometric Properties of the Home Rating Scale for Identifying Gifted Students (Sigs‐2) in a Türkiye Sample
Item analysis of the Teacher’s Gifted Rating Screening Scale
Assessing creativity with self-report scales
The effectiveness of creativity training
The future of sex and gender in psychology
Development of a short form Social Interaction Anxiety (Sias) and Social Phobia Scale (SPS) using nonparametric item response theory
“My Questionnaire is Too Long!” The assessments of motivational-affective constructs with three-item and single-item measures
Why Isn't Creativity More Important to Educational Psychologists? Potentials, Pitfalls, and Future Directions in Creativity Research
Exploratory Factor Analysis
The Standard Definition of Creativity
Measurement of work engagement with single-item measure
How teachers perceive factors that influence creativity development
Introduction to Multilevel Item Response Theory Analysis
Item Response Theory and Health Outcomes Measurement in the 21st Century
| Unique citing works | 4 |
|---|---|
| Citations per year | 1 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |