Teachers' ratings of children's creativity correlate poorly with psychometric performance, and teachers tend to prefer appropriate answers over novel ones¶

Claim · All claims
Evidence · 1 study (2 entries) · review r3 · q1–q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers' ratings of creative children are typically weakly correlated with children's performance on psychometric assays of creativity, self-assessments, and parent and peer ratings. → Bruce S. Rawlings & Sarah J. Cutting 2024 q1 i? Teachers tend to prefer relevant answers over novel ones and have rated fictitious creative children as disruptive, suggesting divergent responses may be devalued in classrooms. → Bruce S. Rawlings & Sarah J. Cutting 2024 (2)

Evidence¶

Bruce S. Rawlings & Sarah J. Cutting 2024¶

Bruce S. Rawlings & Sarah J. Cutting. (2024). Linking Disparate Strands: A Critical Review of the Relationship Between Creativity and Education. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09973-z

q2 · i? · review · r3

The review reports, citing multiple studies, that "teachers' ratings are typically weakly correlated with children's performance on psychometric assays of creativity", self-assessments, and parent and peer ratings.

"teachers' ratings are typically weakly correlated with children's performance on psychometric assays of creativity (Gralewski & Karwowski, 2019; Hoff, 2011), self-assessments (Beghetto et al., 2011), parent and peer ratings (Chan, 2000; Lau & Li, 1996)."

Bruce S. Rawlings & Sarah J. Cutting 2024 (2)¶

Bruce S. Rawlings & Sarah J. Cutting. (2024). Linking Disparate Strands: A Critical Review of the Relationship Between Creativity and Education. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09973-z

q1 · i? · review · r3

The review reports, citing prior studies, that "teachers ignore creative questions by students" and "prefer relevant answers over novel ones", and that fictitious creative children were rated as disruptive.

"teachers ignore creative questions by students (Beghetto, 2007; Scott, 1999), prefer relevant answers over novel ones as well as obedience to authority, and report the latter as impulsive and disruptive (Beghetto, 2007; Cropley, 1996)."

Discussion¶

Related Claims¶

• Divergent-thinking-based creativity is positively linked with academic achievement, with stronger effects for psychometric than self-report measures — related
• Creativity research increasingly relies on self-reports, which correlate little or not at all with creative performance — related
• Self-assessed creative performance correlates moderately with divergent thinking, but self-assessed idea creativity does not — related
• Teachers' self-reported AI literacy correlates only weakly with their objectively measured performance (r = 0.07–0.24) — related
• Higher divergent thinking, creative self-efficacy, creative self-concept, and task motivation predict more positive self-assessed creative performance — related