Assessing creative productivity

References

• Amabile, T. M. (1982). Social psychology of creativity: A consensual assessment technique. Journal of Personality & Social Psychology, 43, 997–1013. doi:10.1037/0022-3514.43.5.997
   Web of Science ®Google Scholar
• Amabile, T. M. (1996). Creativity in context: Update to the social psychology of creativity. New York, NY: Routledge.
   Google Scholar
• Baer, J., Kaufman, J. C., & Gentile, C. A. (2004). Extension of the consensual assessment technique to nonparallel creative products. Creativity Research Journal, 16, 113–117. doi:10.1207/s15326934crj1601_11
   Web of Science ®Google Scholar
• Chapman, V. G., & Inman, M. D. (2009). A conundrum: Rubrics or creativity/metacognitive development? Educational Horizons, 87, 198–202.
   Google Scholar
• Chen, C., Kasof, J., Himsel, A. J., Greenberger, E., Dong, Q., & Xue, G. (2002). Creativity in drawings of geometric shapes: A cross-cultural examination with the consensual assessment technique. Journal of Cross-Cultural Psychology, 33, 171–187. doi:10.1177/0022022102033002004
   Web of Science ®Google Scholar
• Clary, R. M., Brzuszek, R. F., & Fulford, C. T. (2011). Measuring creativity: A case study probing rubric effectiveness for evaluation of project-based learning solutions. Creative Education, 2, 333–340. doi:10.4236/ce.2011.24047
   Google Scholar
• Craft, A. (2008). Tensions in creativity and education. In A. Craft, H. Gardner, & G. Claxton (Eds.), Creativity, wisdom, and trusteeship: Exploring the role of education (pp. 16–34). Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Czikzentmikhalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention. New York, NY: Harper Collins.
   Google Scholar
• Frodeman, R., Klein, J. T., & Mitcham, C. (2010). The Oxford handbook of interdisclinarity. Oxford, UK: Oxford University Press.
   Google Scholar
• Harvey, M., & Novicevic, M. M. (2002). The hypercompetitive global marketplace: The importance of intuition and creativity in expatriate managers. Journal of World Business, 37, 127–138. doi:10.1016/S1090-9516(02)00072-X
   Web of Science ®Google Scholar
• Hickey, M. (2001). An application of amabile’s consensual assessment technique for rating the creativity of children’s musical compositions. Journal of Research in Music Education, 49, 234–244. doi:10.2307/3345709
   Web of Science ®Google Scholar
• Karnes, F. A., & Stephens, K. R. (2009). The ultimate guide for student product development and evaluation. Waco, TX: Prufrock.
   Google Scholar
• Kaufman, J. C., Baer, J., & Cole, J. C. (2009). Expertise, domains, and the consensual assessment technique. The Journal of Creative Behavior, 43, 223–233. doi:10.1002/(ISSN)2162-6057
   Web of Science ®Google Scholar
• Kaufman, J. C., Baer, J., Cole, J. C., & Sexton, J. D. (2008). A comparison of expert and nonexpert raters using the consensual assessment technique. Creativity Research Journal, 20(2), 171–178. doi:10.1080/10400410802059929
   Web of Science ®Google Scholar
• Kaufman, J. C., Lee, J., Baer, J., & Lee, S. (2007). Captions, consistency, creativity, and the consensual assessment technique: New evidence of reliability. Thinking Skills and Creativity, 2, 96–106. doi:10.1016/j.tsc.2007.04.002
   Web of Science ®Google Scholar
• Kim, Y., & Park, N. (2012). The effect of STEAM education on elementary school student’s creativity improvement. In Kim, T.-h., Stoica, A., Fang, W.-c., Vasilakos, T., GarciaVillalba, J., Arnett, K.P., Khurram Khan, M., Kang, B.-H. (Eds.). Computer applications for security, control and system engineering (pp. 115–121). Berlin, Heidelberg: Springer.
   Google Scholar
• Koo, T. K., & Li, M. Y. (2016). A guideline of selecting and reporting intraclass correlation coefficients for reliability research. Journal of Chiropractic Medicine, 15, 155–163. doi:10.1016/j.jcm.2016.02.012
   PubMed Web of Science ®Google Scholar
• Mozaffari, H. (2013). An analytical rubric for assessing creativity in creative writing. Theory & Practice in Language Studies, 3, 2214–2219. doi:10.4304/tpls.3.12.2214-2219
   Google Scholar
• Paulus, P. B., & Paulus, L. E. (1997). Implications of research on group brainstorming for gifted education. Roeper Review, 19, 225–229. doi:10.1080/02783199709553834
   Google Scholar
• Piro, J. (2010). Going from STEM to STEAM. Education Week, 29(24), 28–29.
   Google Scholar
• Plucker, J. A. (1998). Beware of simple conclusions: The case for content generality of creativity. Creativity Research Journal, 11, 179–182. doi:10.1207/s15326934crj1102_8
   Web of Science ®Google Scholar
• Renzulli, J. S. (2016). The three-ring conception of giftedness. In S. M. Reis (Ed.), Reflections on gifted education (pp. 55–86). Waco, TX: Prufrock Press.
   Google Scholar
• Runco, M. A., Millar, G., Acar, S., & Cramond, B. (2010). Torrance tests of creative thinking as predictors of personal and public achievement: A fifty-year follow-up. Creativity Research Journal, 22, 361–368. doi:10.1080/10400419.2010.523393
   Web of Science ®Google Scholar
• Savic, M., Karakok, G., Tang, G., El Turkey, H., & Naccarato, E. (2017). Formative assessment of creativity in undergraduate mathematics: Using a creativity-in-progress rubric (CPR) on proving. In Treffinger, D. J. (Ed.). Creativity and giftedness (pp. 23–46). Springer.
   Google Scholar
• Sternberg, R. J. (2003). Creative thinking in the classroom. Scandinavian Journal of Educational Research, 47, 325–338. doi:10.1080/00313830308595
   Google Scholar
• Treffinger, D. J., & Isaksen, S. G. (2005). Creative problem solving: The history, development, and implications for gifted education and talent development. Gifted Child Quarterly, 49, 342–353. doi:10.1177/001698620504900407
   Web of Science ®Google Scholar
• Treffinger, D. J., Isaksen, S. G., & Stead-Dorval, K. B. (2005). Creative problem solving: An introduction. Waco, TX: Prufrock.
   Google Scholar
• Wilson, H. E. (2009). The picasso in your classroom: Meeting the needs of talented artists and visual learners in the elementary classroom. Gifted Child Today, 32, 36–45. doi:10.4219/gct-2009-846
   Google Scholar
• Wilson, H. E., & Presley, L. (2018). Integrating the arts and STEM for gifted learners. Roeper Review, 40, 108–120. doi:10.1080/02783193.2018.1434712
   Web of Science ®Google Scholar
• Young, L. P. (2009). Imagine creating rubrics that develop creativity. English Journal, 99, 74–79.
   Google Scholar