PASSI'S TEST OF CREATIVITY

PUR POS E OF THE TEST

i's Test of Creativity (PTC)
To measure the subj ect's creativity using Pass

INTRODUCTION:
could
e is hardly any definition of creativity which
Like many othe r concepts in education, ther
ted to intelligence, a great deal ofre sear ch has
be accepted by all researchers in the field. Rela ively
ersally accepted definition. Creativity is relat
been completed. Yet it has not led to any univ ity.
ored as thoroughly as intelligence and personal
a new area ofre sear ch and has not been expl
as the basis of these tests (PTC) is as below:
The definition of creativity which was used
non verbal) attitude "differentially"
"Cre ativ ity is a multidimensional (verbal and bility,
fly the factors of seeing problems, fluency, flexi
distributed amo ng peop le and includes chie
.
originality, inquisitiveness and persistence"

MEA SUR EME NTS OF CREATIVITY

problems. According to Guilford (1950), the

The mea sure men t of creativity pose s complex
difficulties are mainly related to :
a) Esta blish ing the practical criterion.
ance.
b) Freq uent fluctuations in creative perform
c) Typ es of items and their contents.
the scoring problems.
d) Com plex ity and subjectivity involved in

6) also pointed out the difficulties, such as

Gre tzels and Jackson (1962) and Cropley (196
a) Secu ring the creative subjects
y the younger children,
b) Obt aini ng the co-operation of, especiall
c) Evaluating young chil dren 's responses.

the measur~ment of creativity~ effo~s h~ve been

Insp ite of various complications involved in
types of media and methods of mvest1gat10n
mad e to mea sure it by employing different
dep end ing upon specific situations.
The PTC are developed for the purpose of measuring creativity in school children. In
namely:
1. The Seeing Problems Test
2. The Unusual Uses Test
3. The Conseque nces Test
4. The Test oflnquisi tiveness
5. The Square Puzzle Test
6. The Blocks Test of Creativity are included in the test battery.

These tests are classified on the lines of Torrance (1962) as follows:

a) Test consisting of verbal tasks, namely, the Seeing Problems Test, the Unusual Uses Test
and the Conseque nces Test:
b) Test with verbal response tasks using mostly non-verbal stimui, namely, the Test of
Inquisitiveness.
c) Test consisting of non-verbal task comprising the Square Puzzle Test and the Blocks Test
of Creativity .

The nature of the Tests of Creativity permitted freedom of responses both qualitative and
quantitati ve, within specified time limits, thus ensuring suitabi lity of the tools for measuring
divergent thinking.

All tests are available in both Hindi and English and therefore, responses are acceptable in any
one of the known languages like English-Hindi.
A brief outline of the three subtests used is given below.

1. The Seeing Problems Test:

The Seeing Problems Test was developed by adopting the pattern followed by Guildford
(1952). It is designed to measure a factor of sensitivity to problems, which is a
compone nt dimension of creativity as described by Guildford. The test includes four
items. Shoes, Pen, Chair and Post-Card. The maximum time limit is 8 minuets, so that 2
minutes could be devoted to each item.

2. The Unusual Uses Test:

This is designed on the lines of Brick Uses Test by Guildford (1952) and Torrance 's
(1962) the Unusual Uses Test. This test includes the names of things which could be used
for numerous purposes. It includes two items, namely Piece of Cloth and Bottle. The
subjects are expected to write down as many as interesting and unusual responses to each
item as they can. Time limit is 8 minutes.

3. The Consequences Test:

This test measures the dimension of Fluency, originalit nd creativity (Creativity score
is the sum of the scores of fluency and originalitY, . t contains four items, namely " If
human being start flying like birds", " If all p pie become mad" and " If all females
become male". The time limit is 8 minuets .

•
'."""-- - - - - -
------ --- - ~
PSYCHOMETRIC PROPERTIES
RELIABILITY:

The teSt retest reliability was found to be most workable with the PTC. The split half technique
was also employed. Test-retest reliability coefficients were established on a sample of 60
stud~n:s. ~ gap of a fortnight was kept between the first administration and second
admm1strat1on.

SRNO. NAME OF THE TEST TEST-RETEST SPLIT-HALF

RELIABILITY RELIABILTY

1. Seeing Problem Test 0.68 0.88

2. Unusual Uses Test 0.97 0.51
3. Consequences Test 0.71 0.80

VALIDITY:
The concurrent i.e. convergent and divergent and factorial validity methods were employed to
validate PTC. Studies were conducted on the sample of sixty students. Four external criteria were
used to see the validity of PTC -Things Done On Your Own Checklist, non-verbal intelligence,
verbal intelligence and achievement.

NAME OF THE CRITERIA MEASURES

SR
N TEST
0 VERBAL- ACHIEVEME
THINGS- NON-
DONE-ON- VERBAL- INTELLIGE NT
'
YOUR-OWN INTELLIGE NCE
NCE
0.29* 0.23 0.35**
Seeing Problems Test 0.45**
1. 0.32* 0.38** 0.34**
Unusual Uses Test 0.59**
2. 0.04 0.27* 0.30**
Consequences Test 0.81**
3.

NORMS:
d a sample of 600, the scores of the PTC were sub· ed to the descriptive statict
Base ofnmean median mode, standard deviation, skewe ss, kurtosis, percentile no,JM
terms o , ,
MAJEJW. .
l. ~an~al of Passi's Test of Creativity
2· 00 et of Passi's Test of Creativity
3. Answer sheet of Passi's Test of Creativity
4· Square puzzle of Passi's Test of Creativity
S· Wooden screen
6. Stationary

CASE HISTORY

Demographic Details:

1. Name: Abhishek Pandey

2. Age: 21
3. Gender: Male
4. Education Qualification: BCA
5. Martial Status: Unmarried
6. Parents Occupation:
• Father: Indian Army
• Mother: Housewife
7. Parents Education:
• Father: Graduation
• Mother: 1th
8. Ordinal Position: Twins
9. Geographical Position: Urban
10. Academic Performance: 56% in Second Year BCA
11. Socioeconomic Status: Middle Class
12. Family Structure: Nuclear Family
13. Genogram:

4brt~J i

The subject was an 22 year old studying in Wadia College.

When the subject was asked that is he able to criticize anything or how creative he is in
criticizing, he replied tha, he can do it well.
When asked him that can he differentiate minute details in
 When asked him that, when his opinions are not matched with his friends is he able
and prove that he is right, he replied, he can't do that, even somebody criticized him
reply to that person.

S~bject was asked that if there were 3 glasses and five people how would you distribute 0811-
drmks to them, he replied, he will share glasses or will drink it from bottle itself.

The subject was asked that if he wins a lottery for 5 lakhs what will he do, he reported that, he
will invest it in bank.

When the subject was asked that suddenly the cricket ground starts rotating and players start
flying what will happen, he stated that the scene will be funny and the match will get more
interesting.

Subject was asked, if animals start speaking what will happen, he reported that, they would be
able to convey their feelings to humans or to themselves more efficiently.

The subject reported that he is not much interested in recognizing patterns or shapes.

He rated himself 5 on the scale of 1-10 for his own creativity.

ADMINISTRATION
The PTC include six test namely :
The Seeing Problem Test, The Unusual Uses Test, The Consequences Test, The Test of
Inquisitiveness, The Square Puzzle Test and the Block Test of Creativity .
The first three test are verbal in nature. The last three test can be classified as partially non verbal
for the simple reason that the test materials of these three tests present the non verbal type of
stimuli. The first four test can be administered individually as well as in convenient groups of
nearly thirty subject at a time. The fifth test of square puzzle can either be administered
individually or in groups not exceeding six students per administration. The sixth test, namely,
>' the block test of creativity can be administered individually.

OBSERVATION
The subject got conscious before commencing the test, but after some time he got stnormal an4
started answering freely. He was then carefree about the situation. While taking the 1 part ofj
nd
test he was thinking hard for the seeing problems test. 2 part of the test was difficult for •
rd
was not able to think the unusual uses of the object given. Till 3 part started, he was
tired was not able to think much but gave his best.
INTROSPECTIVE REPORT
test for 1st t ~
_The subject_ enjoye d the test. He reported that, he had seen this type of
•~elud es van~u s _subtest which were very interesting. He mentioned that
he felt the 2nd subtelll
difficu lt, which _is unusual uses test. He reported, till third test he was
not able to imagine
p~operly and no ideas came up in his mind. He said that the square puzzle test
was exhausting for
him.

SCORING

• The Seeing Proble ms Test :

. The total
Each accept ed response is given a credit of 1 score representing seeing problem
items
numbe r of such accepted responses on the whole test consisting of all the 4
represe nt the score of the seeing problem.

• The Unusual Uses Test:

score is
With this test, the dimensions of fluency nexi hility are measured. The fluency
nted by the
obtained by countin g the total of acceptable responses. Flexibility is represe
numbe r of different categories of responses as classi ficd with the help of judges
5. Scale from
originality is assessed on the basis of commonness of responses for which a
accord ing to its level of
0 to 4 was develoed in order of assigned weightage to a response
group
commo nness. Greate r the fluency of occurrence of a pai1icular response in the
versa. The most
more is the commo nness of lo wer is its score of ori ginality and vice
weightage of
commo n responses is considered to be least original and such as is given the
all weightage
zero wherea s the least response is given maximum credit of 4. The sum of
score is taken to be the score on originality.

• The Conseq uences Test:

y is
The test is designed to measure dimension of fluency and origi11ality. Fluenc
lity is
represented by the sum total of accepted responses on the test. the score of origina
ted score
represented by the total number of indirect and remote responses. Thus summa
uences
of fluency and originality represent a score of fluency as measured by the conseq
test.

• The Square Puzzle Test:

of a
This test is intended to measure the dimension of persistency (PER). The score
score on
student on persistency is derived from the time taken by him on the task. Total
deduct ing three
persistency is equal to the number of completed minutes on the task after
l. For
minute s given to the subject for initial practice and familiarity with the test materia
convenience three scored examples are given for this test.
 RESULT

TEST NO. CODE NO. REMARKS PERCENTILE

I (SEEING PROBLEMS F 18 35-40 percentile
TEST
II (UNUSUAL USES F 5
TEST) X 5
0 8
C 18 Less than 5• ercentile
III (CONSEQUENCES F 11
TEST) 0

..
6
C 17 20• ercentile
V (TEST OF SQUARE 17 45-50 1 percentile
PUZZLE)
F= FLUENCY O=ORIGINALITY

INTERPRETATION

T he purpose of the test was to meas ure the subj ect's creativity using Passi ' s Test of Creativity
(PTC).

With the help of scoring key and the age norms the score obtained for Seeing Problems Test was
1h
18, which indicated that the subj ect' s score li e between 35-40 percentile.

Score obtained for Unusual Uses Test was 18, whi ch indicated that the subject' s score is less
than 5 th percentile.
th
Score obtained for Consequences Test was 17, which indicated that the subject' s score lie in 20
percentile.
Score obtained for Test of Square Puzzle was 17, which indicated that the subject' s score lie
1h
between 45-50 percentile.
The scores obtained can be supported by case history where subject said that he can' t criticize
anything and anyone. He reported that he cant even reply to the people who criticize him.

The subject was not much fluent with English that's why he was stuck with what he should write
in booklet. The replies of the subject also were less in the test booklet.

He also reported that he can ' t differentiate between minute details. He also said that he was not
interested in recognizing patterns.
Scores can also be supported by the introspective report wher~ubject reported that, he had
seen this type of test for I st time. He mentioned that h~t(the-2~d subtest difficult, which was
unusual uses test. He reported, till third te7t he was ot able to imagine properly and no ideas
came up in his mind.
 successfully conducted which measured the subject's creativity.
ofemitmty (PTC).

REFERENCES
• Adams G.s ( 1966). Measurements and evaluation in education psychology and
guidance, new York, holt, Rinehart and Winston
• GETZELS, J.w and Jackson P. W ( 1962) creativity vamd intelligence exploration with
gifted students, mew York , willy
• Guilford J.P (1950) creativity . American psychologist
• Psychological labarotory no. 8, los Angeles; university south California. Hoepfner,A
(1967).torrance test of creativity thinkingJ.Ed,Meas (4)3: 1961-62 Fall.
• Jalota,S.S (1964) group test of general mental ability test, new delhi, psycho center.
• Lowenfuer,V (1952). Mosaic tera LMT. The nature of creative activity, london.,
Routledge and kagan paul.
• Moss, J and Deunk I.G ( 1997) .Estimating the concurrent validity of Minnesota test of
creative thinking.Am.Edu.Res.J .4,4