TITLE:
The Paradoxical Nature of Academic Measures and Creativity
AUTHORS:
Sally Blake, Cheryl McCarthy, Jeremy A. Krause
KEYWORDS:
Creativity, ACT, SAT, College Admissions
JOURNAL NAME:
Creative Education,
Vol.5 No.10,
June
19,
2014
ABSTRACT: This study
investigates the relationship between high stakes college admissions tests and
creativity. One hundred eighteen college students majoring in education were
given the Epstein Creativity Competencies Inventory (ECC-I). We examined the
total creativity competency score as well as the four different skill areas:
Preserves new Ideas; Seeks Challenges: Broadens Skills and Knowledge; and Changes
Physical and Social Environment. The students’ ACT and SAT scores were com- pared
with their scores on the ECC-I. Results indicate that students with lower ACT
scores, scored higher overall on the creativity survey than students with high
ACT scores. There was a negative correlation between the students Capturing
creativity scores and their SAT scores. This indicates that students with
higher SATs rated themselves lower in paying attention to and preserving new
ideas; that is, capturing new ideas as they occur. There is a need in our
society for innovative and creative thinkers, however, American colleges and
universities are still predicting the ability to succeed in college with
traditional measures.