The assessment of creativity is challenging. Elements of an assessment procedure, such as the creativity tasks that are used and the raters who assess those tasks, introduce variation in student scores that do not necessarily reflect actual differences in students’ creativity. This may bias assessments of students’ creativity levels. When researchers evaluate creativity assessment procedures, they often inspect these elements like tasks and raters separately. This dataset includes data from two creative problem solving (CPS) tasks from 137 primary school students, rated on 3 CPS aspects (originality, completeness, practicality) by two raters. With this dataset, we show that the use of Generalizability theory allows researchers to investigate creativity assessment procedures more comprehensively and in an integrated way.

IBM SPSS Statistics, 26