Contextualized application of the Torrance test of creative thinkings

Abstract

ABSTRACT

The identification of the creative ability in subjects, in the context of school guidance, it is a complex issue in need of studies that provide valid strategies and functional. The Torrance Test Creative Thinking (TTCT), (Torrance, 1998), is perhaps the most widely used instrument in the international context of the educational orientation and Educational Psychology, in the identification of creative abilities of the students. But even so, for Spanish population, we have only one proposal to scale to a measurement in reference to the statistical norm (Ferrando et al. , 2007; Jiménez, Artiles, Rodríguez y García, 2007) and even fewer references to the pattern of utilization of the test so criterial and contextualized as also proposed, as an alternative, its author (Torrance, 1974).The study and measurement of creativity comes by leaning progressively from the originating in psychometric approaches toward current methods more qualitative (Kaufman and Sternberg, 2006), holistic and contextual. This work, which is given below, is an applied research, descriptive, and in depth of a case for the application of TTCT, establishing a taxonomy of categories for pupils of Secondary Education. With the data obtained is intended to a party, identify the problems and the causes that may appear in a test application of contextualized way, and another, make proposals for improvement that have been shown desirable.