Creativity Tests (Plus a Mixed Bag of Materials for Gifted)

BARRON-WELSH ART SCALE (BWAS)
Barron, Frank and George Welsh
~ is an 86-item, non-verbal measure of creativity containing all the items used in the Art Scale of the Welsh Figure Preference Test. The Art scale has been used in many studies of creativity. Reading and writing skills are not required for administration.
RANGE: 10+ years
ADMINISTRATION: Individual
LEVEL: B
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CREATIVITY ASSESSMENT PACKET
Williams, Frank
~ (1980) measures cognitive thought in terms of fluency, flexibility, elaboration, originality, vocabulary, and comprehension. The two group-administered portions are the Divergent Thinking forms A and B and Divergent Feeling. The Williams Scale is a rating instrument for teachers and parents. All measures evaluate, screen, and identifying creativity.
Kit includes: manual and 25 of each form all in a storage box
RANGE: 6-18 years
ADMINISTRATION: Individual
LEVEL: B
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GIFTED AND TALENTED EVALUATION SCALES (GATES)
Gilliam, James, Betsy Carpenter and Janis Christensen
~ (1996) is a 50-item checklist which may be used to identify gifted and talented students by assessing the observable characteristics, skills, and talents normally associated with exceptional ability. GATES is completed by teachers familiar with the student's behavior and demonstrated abilities.
Kit includes: manual & 50 forms
RANGE: 5-18 years
ADMINISTRATION: Individual
LEVEL: B
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GIFTED EVALUATION SCALE - 2ND EDITION (GES-2)
McCarney, Stephen
~ (1998) relies on information provided by educators who work directly with students and have primary behavioral observation opportunities. Subscales are: intellectual, creativity, specific academic aptitude, leadership ability, performing and visual arts, and motivation.
Kit includes: manual, 50 rating forms, and intervetnion manual
RANGE: 5-18 years
ADMINISTRATION: Individual
TIME: 15 minutes
LEVEL: B
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IOWA ACCELERATION SCALE MANUAL - 2ND ED. (IAS)
Colangelo, Nicholas et all
~ (2002) presents a team-based, objective approach to determining the appropriatness or inappropriateness of whole-grade acceleration for a student. The IAS procedure is research-based and easy to implement using instructions provided. It also generates alternative suggestions in cases where individual planning is indicated, but skipping an entire grade is not recommended.
LEVEL: A
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KHATENA-MORSE MULTITALENT PERCEPTION INVENTORY (KMMPI)
Khatena, Joe and David Morse
~ identifies giftedness in music, art, and leadership by using a series of rating scale items which individuals check according to their interests and self-perceptions. Two alternate equivalent forms are available. Please specify form A or form B when ordering.
Kit includes: guide, manual, 35 questionnaires & 35 profiles
Reorder pack includes: 35 questionnaires & 35 profiles
RANGE: Grade 5-Adult
ADMINISTRATION: Group
TIME: 30-45 minutes
LEVEL: B
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KHATENA-TORRANCE CREATIVE PERCEPTION INVENTORY (KTCPI)
Khatena, Joe, and E. Paul Torrance
~ consists of two self report instruments: (SAM) Something about myself, which measures environmental sensitivity, initiative, self-strength, intellectuality, individuality, and artistry, and (WKOPAY) What kind of person are you, which measures acceptance of authority, self-confidence inquisitiveness, awareness of others, and disciplined imagination.
Kit includes: 1 manual, 35 WKOPAY, 35 SAM, and 35 worksheets
RANGE: 12-adult
ADMINISTRATION: Group
TIME: 20-40 minutes
LEVEL: A
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MEASURE OF QUESTIONING SKILLS
Himsl, Ralph and Garnet Millar
~ assesses the quantity and quality of student questions in order to expand their thinking skills. Two alternate equivalent forms are available, each using pictures depicting various situations to elicit questions from students.
Kit includes: guidebook, 1 class record sheet, 20 tally sheets, 20 results forms, and 20 individual profile charts
RANGE: greades 3-10
ADMINISTRATION: Individual or Group
LEVEL: B
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PROFILE OF CREATIVE ABILITY (PCA)
Ryser, Gail
~ (2007)
LEVEL: B
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SCREENING ASSESSMENT FOR GIFTED ELEMENTARY STUDENTS - 2 (SAGES-2)
Johnsen, Susan K. and Anne Corn
~ (2001) identifies gifted students by screening for aptitude and achievement. Students are asked to solve analogical problems y indentifying relationships among pictures and figures.
Kit includes: manual, 10 K-3 language/social studies booklets, 10 K-3 math/science booklets, 10 K-3 reasoning booklets, 10 4-8 math/science booklets, 10 4-8 language/social studies booklets, 10 4-8 reasoning booklets, 50 K-3 and 50 ages 4-8 profile/response sheets, and a 4-8 scoring key.
RANGE: 5-14 years
ADMINISTRATION: Individual or Group
TIME: 30-45 minutes per subtest
LEVEL: B
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SEE JANE WIN: A SMART GIRL'S GUIDE TO SUCCESS
Rimm, Sylvia
~ (2003) This text includes comments and experiences of successful women to inspire young readers, and offers practical advice to help young women make positive changes and choices.
RANGE: 9+ years
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STYLE OF LEARNING AND THINKING (SOLAT)
Torrance, E.P., B. McCarthy and M. Kolesinski
~ indicates a student's learning strategy and brain hemisphere preference in problem solving. Awareness of learning styles helps students understand how they learn and how to approach a variety of challenges. The SOLAT is self-administered, self-scored and creates a user profile with immediate feedback.
Kit includes: 35 questionnaires and a manual
RANGE: Elementary (grades K-5); Youth (grades 6-12)
ADMINISTRATION: Group
TIME: 30-40 minutes
LEVEL: A
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TEACHING GIFTED KIDS IN THE REGULAR CLASSROOM
Winebrenner, Susan
~ provides teachers with strategies and techniques to meet the academic needs of gifted and talented children.
RANGE: all grades
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TEACHING MODELS IN EDUCATION OF THE GIFTED - 3ED ED.
Maker, June & Schiever, Shirley W.
~ (2005) offers step-by-step activities for strengthening the skills of special students, for helping youngsters become more creative, and for showing gifted students how to play a leading role in their own intellectual development.
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TEACHING YOUNG GIFTED CHILDREN IN THE REGULAR CLASSROOM
Smutney,Joan, Walker,Sally, & Meckstroth, Elizabeth
~ (1997) helps teachers create a learning environment that supports all students by showing how to identify, nurture, and challenge. 27 reproducible handouts are included.
RANGE: Teachers of 4-9 year-olds
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TEST OF MATHEMATICAL ABILITIES FOR GIFTED STUDENTS (TOMAGS)
Ryser, Gail R and Susan K Johnsen
~ (1998) identifies children gifted in mathematics by measuring the ability to use mathematical reasoning and mathematical problem solving. Topics include: number sense and numeration, concepts of whole number operations, whole number computation, number and number relationships, number systems and number theory, estimation, geometry and spatial sense, measurement, statistics and probability, patterns and relationships, and algebra.
Kit includes: manual, 25 primary & 25 intermediate student booklets, 25 primary & 25 intermediate profile/scoring sheets
RANGE: grades K-6
ADMINISTRATION: Individual or Group
TIME: 30-60 minutes
LEVEL: B
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THINKING CREATIVELY IN ACTION AND MOVEMENT (TCAM)
Torrance, Paul
~ assesses the creativity of young children or others with limited verbal and drawing skills. Verbal and physical responses are accepted.
Kit includes: 20 test booklets, manual and scoring guide
RANGE: 3-8 years
ADMINISTRATION: Individual
TIME: 10-30 minutes
LEVEL: B
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THINKING CREATIVELY WITH SOUNDS AND WORDS (TCSW)
Torrance, Paul, Joe Khatena, and Bert Cunnington
~ provides imagery activities to assess creativity by measuring the originality of responses to abstract sounds and onomatopoeic words. An audiocassette tape provides the stimuli for each of the two tests: Sounds/Images and Onomatopoeia/Images. Two alternate equivalent forms are available.
Kit includes: 20 test booklets, and a manual/scoring guide
RANGE: level I-grades 3-12: level II-adult
ADMINISTRATION: Individual
TIME: 30 minutes
LEVEL: B
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TORRANCE TESTS OF CREATIVE THINKING (TTCT)
Torrance, E. Paul
~ ~ assesses fluency, flexibility, originality, and elaboration. This battery is one of the original standardized measures of creativity, and remains one of the most useful and valid means of creativity assessment. Production is assessed by asking the examinee to produce as many different solutions as he/she can in response to a presented problem. Divergence is assessed by evaluating how similar the individual's responses are to each other, and awarding a score for the number of completely original responses. Verbal TTCT uses word-based exercises and Figural TTCT uses picture-based exercises. The two test-forms allow separate measurement of verbal vs. figural creativity. There are two alternate equivalent forms of both the Verbal and Figural tests. Verbal TTCT can be administered orally to students in the K-3 range. The streamlined scoring manual offers an optional "improved" scoring method for the figural battery which was developed after the tests were originally published. TTCT has been widely used in assessing creativity of students selected to receive enriched curricula, and in research.
Kit includes:Directions Manual,20 booklets, 20 worksheets & 1 class record sheet
Re-Order Set includes: 20 Booklets, 20 worksheets & 1 record sheet
Examiner's kit: includes: stimulus materials only
RANGE: Kindergarten-adult
ADMINISTRATION: Group or individual, 30 minutes
LEVEL: A
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WHEN GIFTED KIDS DON'T HAVE ALL THE ANSWERS
Delisle, James & Galbraith, Judy
~ (2002) is subtitled "How to Meet Their Social and Emotional Needs". The first chapters present basic information about social/emotional characteristics of gifted students. There follow many interesting observations of unique social and emotional development issues faced by gifted students -- including anecdotes made by such students themselves. Discussion questions, suggestions for group activities, and 31 reproducible hand-outs are included.
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WHY FLY? A PHILOSOPHY OF CREATIVITY
Torrance, Paul, Ph.D.
~ In this text, Dr. Torrance discusses his philosophy of creativity, the creative personality, and methods to develop creativity.
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