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The Torrance Tests of Creative Thinking, formerly the Minnesota Tests of Creative Thinking, is a test of creativity built on J. P. Guilford's work and created by Ellis Paul Torrance, the Torrance Tests of Creative Thinking originally involved simple tests of divergent thinking and other problem-solving skills, which were scored on four scales:
The Thinking Skills Assessment (TSA) is a generic admissions test, which is used as part of the admissions process for entry to some undergraduate courses at the University of Cambridge, the University of Oxford, Hanoi University of Science and Technology, and formerly, University College London.
However, as Runco pointed out, there is a clear distinction between creative thinking and divergent thinking. [53] Creative thinking focuses on the production, combination, and assessment of ideas to formulate something new and unique, while divergent thinking focuses on conceiving a variety of ideas that are not necessarily new or unique.
The two adult forms of the RAT consist of 30 items each. The respondent is allowed 40 minutes to complete the test. Each item provides three stimulus words that are remote from one another; the respondent is then required to find (via the creative process) another word that is a criteria-meeting mediating link, which can be associated with them all in a meaningful way.
It is an aptitude test aimed to test the basic or general abilities of a student such as English communication, and logical thinking. TPAT - Thai Professional Aptitude Tests. TPAT are aptitude tests required by universities for students applying for programs in any of the five fields: medicine; liberal arts; science, technology, and engineering ...
Cambridge Assessment Admissions Testing (formerly the Admissions Testing Service) provides admissions tests for a range of university level courses and assessments in thinking skills and behavioural styles. [1] It is part of Cambridge Assessment, a not-for-profit department of the University of Cambridge, [2] England. It stopped delivering ...
Higher-order thinking, also known as higher order thinking skills (HOTS), [1] is a concept applied in relation to education reform and based on learning taxonomies (such as American psychologist Benjamin Bloom's taxonomy). The idea is that some types of learning require more cognitive processing than others, but also have more generalized benefits.
Formative assessment provides feedback for remedial work and coaching, while summative assessment checks whether the competence has been achieved at the end of training. Assessment of combinations of skills and their foundational knowledge may provide greater efficiency, and in some cases competence in one skill my imply competence in other ...