The Paradoxical Nature of Academic Measures and Creativity

Sally Blake, Cheryl McCarthy, Jeremy A. Krause

Flagler College, St. Augustine, USA.

DOI: 10.4236/ce.2014.510092                

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.

Keywords

Creativity, ACT, SAT, College Admissions

Conflicts of Interest

The authors declare no conflicts of interest.

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