Journal of Educational MeasurementVolume 4, Issue 2 p. 105-117 THE PREDICTION OF ACADEMIC AND ARTISTIC ACHIEVEMENT AT A SCHOOL OF DESIGN R. W. Skager, R. W. Skager American College Testing ProgramSearch for more papers by this authorS. P. Klein, S. P. Klein Educational Testing ServiceSearch for more papers by this authorC. B. Schultz, C. B. Schultz School of Education, University of PennsylvaniaSearch for more papers by this author R. W. Skager, R. W. Skager American College Testing ProgramSearch for more papers by this authorS. P. Klein, S. P. Klein Educational Testing ServiceSearch for more papers by this authorC. B. Schultz, C. B. Schultz School of Education, University of PennsylvaniaSearch for more papers by this author First published: June 1967 https://doi.org/10.1111/j.1745-3984.1967.tb00577.xCitations: 8AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat References Barron, F., & Welsh, G. F. Artistic perception as a possible factor in personality style: Its measurement by figure preference tests. Journal of Psychology, 1952, 33, 199–203. Beittel, K. R. Creativity in the visual arts and higher education: Criteria predictors, experimentation, and their interactions. In C. W. Taylor, (Ed.), Widening horizons in creativity. New York : Wiley, 1964. Bousfield, W. A., Cohen, B. H., Whitmarsh, G. A., & Kincaid, W. D. The Connecticut free associational norms. Department of Psychology, University of Connecticut, Technical Report No. 35, 1961. Burkhart, R. C. Spontaneous and deliberate ways of learning. Scranton , Pennsylvania : International Textbook Co., 1962. French, J. W., Ekstrom, Ruth B., & Price, L. Manual for kit of reference tests for cognitive factors. Princeton , N.J. : Educational Testing Service, 1963. Getzels, J. W. & Csikszentmihalyi, M. Creative thinking in art students: An exploratory study. Cooperative Research Project No. E-008. Chicago : University of Chicago, 1964. (Multilithed report.). Guilford, J. P. Progress in the study of intellectual factors. In C. W. Taylor, (Ed.), Widening horizons in creativity. New York : Wiley, 1964. Kagan, J., Moss, H. A., & Sigel, I. E. Psychological significance of styles of conceptualization. Monographs of the Society for Research in Child Development, 1963, 28, 73–112. Karang, G. Creative ability in graphic art. Some underlying factors. Scandinavian Journal of Psychology, 1964, 5, 59–64. Klein, S. P., & Pierson, E. M. Range restrictions on selection devices in the prediction of success at a school of design. Research Bulletin. Princeton , N.J. : Educational Testing Service, 1966, in preparation. Klein, S., Skager, R., & Erlebacher, W. Measuring artistic creativity and flexibility. Research Bulletin 66–27. Princeton , N.J. : Educational Testing Service, 1966. Klein, S., Skager, R., & Schultz, C. Dimensions for evaluating art products. Research Bulletin 66–9. Princeton , N.J. : Educational Testing Service, 1966. MacKinnon, D. W. The personality correlates of creativity: A study of American architects. Proceedings of the XIV International Congress of Applied Psychology, Vol. 2, Copenhagen , 1961. Messick, S., & Fritsky, F. J. Dimensions of analytic attitude in cognition and personality. Journal of Personality, 1963, 31, 346–370. Munsterberg, E., & Mussen, P. H. The personality structures of art students. Journal of Personality, 1953, 21, 457–466. Pitcher, Barbara, Olsen, Marjorie, & Solomon, R. A study of the prediction of academic success in architectural school. Statistical Report 62–19. Princeton , N.J. : Educational Testing Service, 1962. Rosen, J. C. The Barron-WeLsh Art Scale as a predictor of originality and level of ability among artists. Journal of Applied Psychology, 1955, 39, 366–367. Skager, R. W., Schultz, C. B., & Klein, S. P. Quality and quantity of accomplishments as measures of creativity. Journal of Educational Psychology, 1965, 56, 31–39. Skager, R. W., Schultz, C. B., & Klein, S. P. Points of view about preference as tools in the analysis of creative products. Perceptual and Motor Skills, 1966, 22, 83–94. Taylor, C. W., & Holland, J. L. Development and application of tests of creativity. Review of Educational Research, 1962, 32, 91–102. ence Research Associates, 1949. Pp. 121–159. Warner, W. L., Meeker, M., & Eells, K. Social class in America. Chicago : Sci-. Citing Literature Volume4, Issue2June 1967Pages 105-117 ReferencesRelatedInformation

ABSTRACTThis research was concerned with the admission of students to a selective school of design. Three issues were raised: (1) interrelationships among various criteria, including academic performance in liberal arts, art, and architecture courses, as well as performance in problems in esthetic drawing assigned as a part of the research, (2) prediction of these criteria by means of measures of aptitude, history, and personality, and (3) the use of such predictors along with other types of information in the admissions process.Research conducted over a two‐year period on two successive classes of Ss indicated that art and design criteria bore little relationship to performance in liberal arts. However, it was possible to predict academic criteria including a complex measure of performance in liberal arts and design courses. In contrast, predictions of performance in drawing did not hold in cross‐validation, although this observation may in part be due to differences in the drawing problems assigned to the two groups. Measures of visualization and figural redefinition appeared promising for the prediction of performance in design fields, while measures of academic aptitude, verbal abilities (both convergent and divergent), and personality (with the exception of independence and self‐ratings of creativity) in most cases did not relate consistently to the criteria studied.

Product-centered research on creativity approaches the criterion problem of what is to be the referent for creativity through the analysis of tangible products such as a r t objects, writing, or scientific achievements. The present research is concerned with the evaluation and study of artist drawings contributed by sophomore students a t the Rhode Island School of Design. Multi-dimensional scaling methods were applied to similarity judgments obtained from art experts on two separate sets of 26 drawings. Three similarity dimensions accounted for the interstimulus distances for each set of drawings. Although no statistical test was available, the dimensions from the two seta appeared to correspond. Scale values of 4 drawings common to the two sets were consistent, and the dimensions appeared to define very similar stimulus characteristics. It was concluded that multidimensional scaling procedures provided a means for differentiating among a set of complex, esthetic products. Scale values of drawings on the three dimensions also correlated differentially with cognitive and achievement measures available on the students, suggesting that product dimensions identified via similarity judgments were related to characteristics of individuals producing the products. Hypotheses were developed as to the psychological meaning of the three product dimensions.

Research on the creative product may provide an analytical tool for generating and testing hypotheses about psychological variables related to level and style of creative achievement. Evaluations of products should be analyzed to determine (1) whether more than one point of view about quality is held among a heterogeneous group of judges and (2) whether personality, academic, and background characteristics of Ss producing the products relate differentially to quality as defined by different points of view. In a study of artistic creativity, drawings were collected from 191 sophomore students at a school of design and rated for esthetic quality by 28 artist and non-artist judges. Four points of view about quality were identified by factor analysis of correlations between judges. Evidence is presented that psychological, achievement, and background characteristics of Ss are differentially related to quality of their drawings as defined by the four points of view. In particular, choice of major, scores on certain aptitude tests, academic performance in the fine arts courses, and measures of wealth of cultural background showed differential correlations with the points of view. Finally, characteristics of drawings rated high or low according to at least two of the judgmental viewpoints may be useful in the generation of hypotheses about psychological variables related to creativity.

The potential of information tests for the non-fakable measurement of interests was tested by observing the overlap of interest scales with information scales after partialling out verbal and numerical ability. Significant partial correlations between scales of the two types of measures for secondary school Ss led to a comparison of the respective capacities of the two instruments in predicting academic performance and self-initiated, extracurricular accomplishments in the arts and sciences. While interest scales predicted academic performance independently of measured aptitude for males, the information scales were not related to grades for either sex after partialling out verbal and numerical abilities. In correlations with self-initiated, extracurricular Science, Esthetic and Literary activities, interest scales did show larger and more consistent relationships than information scales, but the presence of interest components in information scales seems to have been established.

Employing a 64-item adjective and phrase check list (ICL modified) with three instructional sets (ideal, I am, doctor is), a group of first-year psychiatric residents were found to differ significantly on patient-therapist role perceptions from a group of hospitalized psychiatric patients on 14 of 24 comparisons.

ABSTRACTIn studying creativity, criterion measures based on biographical information can be scored for the number of accomplishments (Quantity) or for level of a single most outstanding accomplishment (Quality). The meaningfulness of the distinction between the two scores is dependent upon their intercorrelation and whether the measures show differential correlations with other variables. The Independent Activities Questionnaire (IAQ), composed of items describing achievements of a creative type, was developed for use as a criterion instrument in research on creativity.Examination of the correlates of Quality and Quantity scores calculated from the responses of a sample of entering college freshmen indicated that (1) Quality and Quantity scores are significantly correlated, but that (2) Quality was more related to a measure of academic aptitude, and (3) Quantity was more related to a measure of intellectual stimulation in the home.

Many studies have indicated that a social desirability (SD) variable may be found which accounts for a considerable amount of variance of currently popular personality test scores. SD is defined in terms of the values assigned to items when they are scaled for favorability by a group of judges. The SD tendency "is manifested in the endorsement of statements with socially desirable scale values and the failure to endorse those statements wich socially undesirable scale values" (Edwards, 1357, p. 28). Many SD scales have been reported in the last eight years designed to measure an individual's SD tendency, some of them using predominantly false items. However, Kogan and Boe (1961)' suggest that saying true co high SD icems may have different implications than saying false to low SD items. Evidence has also accumulated concerning acquiescence (Couch & Kenistcn, 1960; Messick & Jackson, 1961) which is thought to account for much test variance. A controversy has arisen about whether variance claimed to be accounted for by one of these variables should be attributed to the other (Couch 8: Keniston, 1961; Edwards & Walker, 1961a, b; Taylor, 1961). A drawbrck of scales measuring these response styles, SD and acquiescence, is that they have been drawn from pools of icems which confound these two variables and at least one additional variable, content. If items measuring a given content are commonly written so that they have a low SD value and so that a true response indicates acceptance of the content, then content, SD, and acquiescence are confounded. ' Variance attributed to SD or acquiescence may be due to acceptance or rejection of the item content. There is evidence to indicate that scales made up from items with high SD values keyed true (HiSD scales) are not highly correlated with scales made up from items with low SD values keyed false (LoSD scales). Kogan and Boe (1961) show correlations of .41 and .43 between a HiSD and a LoSD scale from the Interpersonal Check List for 52 psychiauic patients and 65 college smdents. Diers ( 1961 ) shows four intercorrelations between two HiSD and two LoSD scales from the MMPI. Her correlations are .38, .40, .45, and .49, wich an N of 227 college students. Her two LoSD scales correlate .73. Both