Assessing Creative Expressiveness in Children’s Written Stories Using the Consensual Assessment Technique

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Toivainen, Teemu; Badini, I; Chapman, Robert; Malanchini, Margherita; Oliver, Bonamy R; Matsepuro, Daria and Kovas, Yulia. 2018. Assessing Creative Expressiveness in Children’s Written Stories Using the Consensual Assessment Technique. The European Proceedings of Social & Behavioural Sciences EpSBS, 49(80), pp. 687-697. [Article]

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Official URL: https://doi.org/10.15405/epsbs.2018.11.02.80

Abstract or Description

The study investigated methodological issues relating to the use of the Consensual Assessment Technique (CAT) for measuring creativity in children’s written stories. The CAT is a commonly used measure to estimate creativity of a product, based on social recognition of creativity by independent judges. Across domains, the CAT has shown high inter-rater reliability. The present study utilised the CAT to assess creativity in children’s written stories. The stories were also evaluated for: Imagination, Novelty, Liking (how much the judges liked the story), Detail, Emotion, Vocabulary, Straightforwardness, Logic and Grammar. The sample consisted of 277 nine-year-olds. The results showed that to reach sufficient inter-rater reliability, 5 coders were needed. The results gave evidence of a 2-factor structure among the 10 dimensions, indexing ‘Creative Expressiveness’ and ‘Logic’ constructs related to individual differences in writing. Girls outperformed boys on both constructs. The story length was positively correlated with the constructs, explaining 63% of the variance in Creative Expressiveness, and 42% in Logic. Creative Expressiveness was positively correlated with verbal ability (r = .20) and with teacher rating of writing (r = .28). Similarly, Logic was also correlated with verbal ability (r = .34) and teacher rating of writing (r = .44). The findings inform future research employing the CAT to measure creativity in children’s storytelling.

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Article

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https://doi.org/10.15405/epsbs.2018.11.02.80