CE  Vol.5 No.10 , June 2014
The Paradoxical Nature of Academic Measures and Creativity
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.
Cite this paper: Blake, S. , McCarthy, C. and Krause, J. (2014) The Paradoxical Nature of Academic Measures and Creativity. Creative Education, 5, 797-802. doi: 10.4236/ce.2014.510092.

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