Date Available

5-6-2025

Year of Publication

2025

Document Type

Doctoral Dissertation

Degree Name

Doctor of Philosophy (PhD)

College

Education

Department/School/Program

Educational Policy Studies and Eval

Faculty

Dr. Kelly Bradley

Faculty

Dr. Eric Weber

Abstract

Creativity is commonly assessed across undergraduate programs as a graduation requirement. However, a considerable amount of literature suggests that creativity is a complex, multidimensional construct, and more efficient ways of assessing it should be explored with multiple measures representing different creative aspects. This exploratory pilot study sought to take steps in developing a supplemental instrument designed to measure creative drive, a theoretical construct with predictive potential for future creative output. In order to gain a greater understanding of the nature of creative drive and gauge accuracy of initial thinking in terms of item writing, the Creative Drive Assessment (CDA), a 20-item instrument draft, was administered to UK101 students (n= 54) at the University of Kentucky in fall 2024. A Rasch model was applied to the collected CDA data to help investigate whether items were functioning as anticipated, and if three theoretical factors of creative drive exhibited evidence of unidimenisionality. Results inferred the CDA exhibited evidence of unidimensionality across all factors, and items generally behaved as expected. The Rasch analysis revealed which items were not working well, and results informed a clearer understanding of the construct, as well as revision and development of the instrument. Concluding recommendations were suggested and outlined.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2025.34

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