Torrens test online. Torrance test for creative thinking and creativity. The procedure for diagnosing creative thinking

01.06.2021

Short test. Curly form. A shortened version of the pictorial (figurative) battery of P. Torrance’s creativity test is the task “Finish the drawing.”The task “Finish the drawing” is the second subtest of the figurative battery of tests of creative thinking by P. Torrance.

The test can be used to study the creative talent of children, from up to school age(5-6 years old) and up to the final grades of school (17 - 18 years old). Test takers must give answers to the tasks of these tests in the form of drawings and captions. If children cannot write or write very slowly, the experimenter or his assistants should help them label the drawings. In this case, it is necessary to strictly follow the child’s plan.

Preparing for testing. Before presenting the test, the experimenter must read the instructions completely and carefully consider all aspects of the work. The tests do not allow any changes or additions, as this changes the reliability and validity of the test indicators.

It is necessary to avoid the use of the words “test”, “exam”, “check” in all explanations and instructions. If the need arises, it is recommended to use words: exercises, drawings, pictures, etc. During testing, it is unacceptable to create an anxious and tense atmosphere of examination, testing, or competition. On the contrary, one should strive to create a friendly and calm atmosphere of warmth, comfort, trust, encourage the imagination and curiosity of children, and stimulate the search for alternative answers. Testing should be carried out in the form of an exciting game. This is very important to achieve reliable and objective results.

It is necessary to provide all students test tasks, pencils or pens. Everything unnecessary should be removed. The experimenter must have instructions, a sample test, and a watch or stopwatch.

Large groups of students should not be tested simultaneously. The optimal group size is 15 - 35 people, i.e. no more than one class.

For younger children, the group size should be reduced to 5 - 10 people, and for preschoolers it is preferable to conduct individual testing. During testing, the child must sit at the table alone or with an assistant experimenter.

Test execution time is 10 minutes. Along with preparation, reading instructions, handing out worksheets, etc., 15 to 20 minutes should be allotted for testing.

When testing preschoolers and primary schoolchildren, experimenters must have a sufficient number of assistants to help them write captions for pictures.

Before handing out worksheets, the experimenter must explain to the children what they will be doing, arouse their interest in the tasks, and create motivation for them to complete them. To do this, you can use the following text, which allows various modifications depending on specific conditions:

"Guys! It seems to me that you will greatly enjoy the work ahead of you. This work will help us find out how well you can invent new things and solve different problems. You will need all your imagination and ability to think. I hope you let your imagination run wild and enjoy it."

If the figure test needs to be repeated, this can be explained to students as follows:

“We want to know how your creativity, imagination, and problem-solving have changed. You know that we measure our height and weight at certain intervals to find out how much we have grown and gained weight. We do the same thing to see how your abilities have changed. It's important that this is an accurate measurement, so try your best."

Instructions for test tasks. After preliminary instructions, you should distribute sheets of tasks and make sure that each subject indicates the last name, first name and date in the appropriate column. Preschoolers and primary schoolchildren need help in providing this information. In this case, it will be better if you enter the data in advance and distribute the sheets with the columns already filled out to the children.

After these preparations, you can begin reading the following instructions:

“You have exciting tasks to complete. They all require your imagination to come up with new ideas and combine them in different ways. When completing each task, try to come up with something new and unusual that no one else in your group (class) can come up with. Then try to complement and complete your idea so that you get an interesting story-picture.

The time to complete the task is limited, so try to use it well. Work quickly, but take your time. If you have any questions, silently raise your hand and I will come to you and give the necessary clarifications.”

The test task is formulated as follows:

“On these two pages there are unfinished figures drawn. If you add additional lines to them, you will get interesting items or story pictures. You have 10 minutes to complete this task. Try to come up with a picture or story that no one else can come up with. Make it complete and interesting, add new ideas to it. Come up with an interesting name for each picture and write it below the picture." If students are worried that they will not finish an assignment on time, reassure them by telling them the following: “You all work differently. Some people manage to draw all the drawings very quickly, and then return to them and add some details. Others manage to draw only a few, but from each drawing they create very complex stories. Continue to work the way you like best, the way that’s most convenient for you.” This instruction must be presented strictly according to the text, without allowing any changes. Even small modifications to instructions require re-standardization and validation test.

If the children do not ask questions after the instructions, you can proceed with the task. If the instructions raise questions, try to answer them by repeating the instructions in words that are more understandable to them. Avoid giving examples or illustrations of possible sample answers! This results in a decrease in originality and, in some cases, in the overall number of responses. Strive to maintain a friendly, warm and relaxed relationship with your children.

Although the instructions indicate that the activities have two pages, some children miss this fact and do not discover the second page. Therefore, you should specifically remind children about the second page with tasks. It is necessary to monitor the time very carefully using a stopwatch.

After 10 minutes, the tasks stop and the sheets are quickly collected. If children were unable to write names for their drawings, ask them for these names immediately after testing. Otherwise, you will not be able to reliably evaluate them.

For this, it is convenient to have several assistants, which is especially important when testing primary schoolchildren and preschoolers.

Measurements and processing results. An important condition High reliability of the test is a careful study of the index of evaluation of test indicators and the use of the given standards as the basis for judgments.

Measurement procedures.

1. Read the manual. You must be clearly aware of P. Torrance's concept of creative thinking: the content of indicators of fluency, flexibility, originality and thoroughness in developing ideas as characteristics of this process.

2. First you need to determine whether the answer is worth counting, i.e. Is it relevant to the task? Those answers that do not correspond to the tasks are not taken into account. Answers in which the main condition of the task is not met - to use the original element - are considered irrelevant. These are those answers in which the subject’s drawing is in no way connected with the unfinished figures.

3. Processing responses. Each relevant idea (i.e., a drawing that includes the original element) should be assigned to one of 83 response categories. Using these lists, determine the response category numbers and the scores for them. originality. Write them down in the appropriate boxes.

If the originality of answers is scored 0 or 1 point, the answer category can be determined from List 1. This list includes the least original answers for each of the test figures. For more original answers (with originality 2 points), list No. 2 has been compiled. This list contains categories common to everyone dough figures.

Scores are then determined for development each answer, which are entered in the column reserved for these indicators of task completion. Indicators of the categories of originality and elaboration of answers are recorded on the form, in the line corresponding to the figure number. Omissions (absence) of answers are also recorded there.

Index fluency for a test can be obtained directly from the last answer number if there were no missing or irrelevant answers. Otherwise, you should count the total number of responses taken into account and write this number in the appropriate column. To determine the indicator flexibility, Cross out the duplicate answer category numbers and count the remaining ones. Total score for originality is determined by adding up all the points in this column without exception. The total indicator is determined in the same way development answers.

Checking the reliability of measurements. From time to time, it is recommended to compare the data from your own processing of tests with the data from processing the same tests by a more experienced experimenter. All inconsistencies should be identified and discussed. It is recommended to calculate correlation coefficients between the indicators obtained by two researchers when processing 20 - 40 protocols. Another way to check reliability would be to re-run the experimental materials by the same researcher after one or more weeks. When using processing forms, these types of controls will not take much time.

Test score indicator. The index includes data obtained for 500 school students in Moscow in 1994. The age of the subjects ranged from 6 to 17 years.

Fluency. This indicator is determined by counting the number of completed figures. Maximum score equals 10.

Flexibility. This indicator is determined by the number of different response categories. To determine the category, both the pictures themselves and their names can be used (which sometimes does not coincide). The following is list No. 2, which includes 99% of the answers. For those responses that cannot be included in any of the categories on this list, new categories should be used and labeled " XI ", "X2", etc. However, this is required very rarely.

Originality. The maximum score is 2 points for non-obvious answers with a frequency of less than 2%, the minimum is 0 points for answers with a frequency of 5% or more, and 1 point is counted for answers occurring in 2 - 4.9% of cases. Data on the assessment of the category and the originality of the answer are given in list No. 1 for each figure separately. Therefore, it is advisable to begin interpreting the results using this list.

Bonus points for originality of answers in which the subject combines several original figures into a single drawing. Torrance considers this a manifestation high level creative abilities, since such answers are quite rare. Torrance considers it necessary to award additional points for originality for combining the original figures into blocks: combining two drawings - 2 points; combining 3-5 drawings - 5 points; combining 6 - 10 pictures - 10 points. These bonus points are added to the total originality points for the entire assignment.

Elaboration. When assessing the thoroughness of developing responses, points are given for each significant detail (idea) that complements the original stimulus figure, both within its contour and beyond. In this case, however, the basic, simplest answer must be significant, otherwise its elaboration is not assessed.

One point is given for:

-every significant detail of the overall answer. In this case, each class of parts is assessed once and is not taken into account when repeated. Each additional detail is marked with a dot or cross once;

-color if it complements the main idea of the answer;

-special shading (but not for each line, but for the general idea);

-shadows, volume, color;

-decoration, if it has meaning in itself;

-every variation of design (except purely quantitative repetitions) that is significant in relation to the main answer. For example, identical objects of different sizes can convey an idea space;

-rotation of the drawing by 90° or more, unusual angle (view from the inside, for example), going beyond the scope of defining most of the drawing;

Every detail in the title is beyond the required minimum. If a line divides the drawing into two significant parts, count the points in both parts of the drawing and sum them up. If a line represents a specific item - a seam, a belt, a scarf, etc., then it is scored 1 point.

STIMULUS MATERIAL

Last name........................ First name............... Date……… …...

Finish the drawing

There are unfinished figures drawn on these two pages. If you add additional lines to them, you will get interesting objects or plot pictures.

You have 10 minutes to complete this task. Try to come up with a picture or story that no one else can come up with. Make it complete and interesting, add new ideas to it.

Come up with an interesting name for each picture and write it below the picture.

Scale 1:2

Example 1

Answer elaboration: 0

Example 2

Answer development: 4

Example 3

Elaboration answer:12

Below are three examples of scoring for elaboration of answers. You should study them carefully.

LIST No. 1.Answers to the task indicating category numbers and originality ratings. Answers not listed in list 1 receive an originality score of 2 points as non-standard and occurring less than 2% of the time. The category of these answers is determined according to list No. 2.

Figure 1

(24) Abstract pattern. (37) Face, human head. (1) Glasses. (38) Bird (flying), seagull.

1 score (from 2% to 4.99%)

(10) Eyebrows, human eyes. (33) Wave, sea. (4) Animal (face). (4) Cat, cat. (21) Cloud, cloud; (58) Supernatural beings. (10) Heart (“love”). (4) Dog. (8) Owl. (28) Flower. (37) Man, man. (31) Apple.

Figure 2