The Validity of Primary School Creativity Test

Annotation In recent years, creativity has increasingly attracted attention as one of the modern skills that students need to develop in succeed in the information age. Researchers faced with the necessity of development of a valid tool for evaluating creativity with the possibility of easy scaling of non-expert evaluation of results. In this paper, we study the validity of the tool for evaluating creativity without the involvement of experts. It is necessary to pay attention to, among other things, ecological validity, that is, how situations in the tasks or research results reflect reality. The first part of this paper describes the empirical collection of data on the observed behavior of test subjects. Study investigates the ecological validity of the results of the scenario-type tasks to assess the creativity of the 4K test. In the second part of the study, it is planned to consider the correlation between the results of the 4K test and the results of the Torrance test, which will allow to check the convergent validity. The purpose of this study is to find evidence of the ecological and convergent validity of the 4K creativity assessment results. The objectives of the study were to review the scientific literature on the concepts of ecological and convergent validity, approaches to measuring creativity, to compile an interview guide, to conduct an empirical study. By analyzing the interviews, fourth graders really believe that a human-like robot is not original. In the second part of the study, we found no evidence of the convergent validity of the 4K test results. There is no relationship between the results of automatic 4K scoring and the results of the peer review of the Torrance test. Perhaps this is due to the fact that the approaches to assessing creativity in the 4K test and in the Torrance test are too different. Keywords: measurement of creativity, ecological validity, convergent validity, Torrance test, Evidence-Centered Design methodology