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Creativity in gifted identification: increasing accuracy and diversity
Sarah R Luria1, Rebecca L O'Brien1, James C Kaufman2
1Department of Educational Psychology, Neag School of Education, University of Connecticut, Storrs, Connecticut.
Annals of the New York Academy of Sciences
|July 20, 2016
Summary
Adding creativity measures to gifted identification may improve equity for underrepresented students. This approach can reduce bias in gifted programs, though challenges remain.
Area of Science:
- Educational Psychology
- Gifted Education
- Psychometrics
Background:
- Federal definitions and theories of giftedness often include creativity.
- Current state practices predominantly use intelligence measures for gifted identification.
- Minority and culturally diverse students are underrepresented in gifted programs.
Purpose of the Study:
- To explore the potential of creativity measures in enhancing equity in gifted identification.
- To examine how incorporating creativity assessments can address bias in gifted programs.
- To acknowledge the practical challenges associated with creativity assessments.
Main Methods:
- Review of layperson and psychometric conceptions of bias.
- Analysis of the role of creativity in giftedness definitions.
- Discussion of the implications of adding creativity measures to identification processes.
Main Results:
- Increased prominence of creativity in identification may help balance and equity.
- Adding creativity measures can alleviate perceptions and the presence of bias.
- Logistic and measurement challenges exist for creativity assessments.
Conclusions:
- Creativity is a key component of giftedness that should be considered in identification.
- Incorporating creativity measures offers a potential pathway to greater equity in gifted education.
- Further research and development are needed to overcome implementation challenges.
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