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The main principles for gifted special schools
Date Issued
2026
Publisher
University of Business and Technology
Citation
Datu, J. A., Zhang, J., Chan, S., & Yuen, M. T. (2026). The main principles for gifted special schools. In University of Business and Technology (Ed.). The conference proceedings of 19th Asia Pacific conference on giftedness 2026. 19th Asia Pacific Conference on Giftedness 2026, Jeddah, Saudi Arabia (pp. 92). University of Business and Technology.
Type
Conference Paper
Abstract
Creativity has been touted as one of the critical 21st century skills that can empower learners to
successfully navigate the continuously evolving expectations in schools and workplaces. For this
reason, it is essential for educators and policy makers to identify the most effective tool to assess
creativity not only in typically developing students but also those with exceptional abilities in various
performance domains. Even with the important role that creative abilities play in fostering optimal
talent development, the literature on commonly used creativity assessment tools for gifted and talented
learners remains scant. Against this backdrop, this review maps current scholarly literature regarding
the use of creativity assessment tools in the gifted populations. Having identified 147 papers after
screening titles and abstracts from an initial pool of 3,013 articles retrieved from five databases, our
findings reveal that the most commonly used instruments used or assessment include the Torrance
Tests of Creative Thinking (TTCT, Torrance, 1966; 2007), the Test of Creative Thinking-Drawing
Production (TCT-DP, Urban & Jellen, 1989; 1996), the Aurora Battery - Arabic (Aljughaiman &
Ayoub, 2012; Chart, Grigorenko, & Sternberg, 2008), and the Alternate Uses Tasks (Guilford, 1967;
Johns et al., 2000; Wallach & Kogan, 1965). It was also evident that the most typically used methods
for assessing creativity involved specific cognitive performance measures (n = 136 studies, 68.69%),
self-report scales (n = 33 studies, 16.7%) and teacher-rating or expert-rating scales (n = 21 studies,
10.6%). Most of these assessments were conducted with elementary school students. Our findings
indicate that AI‐enhanced creativity assessment is an emerging research frontier likely to receive
growing attention. Its advantages include automated scoring, reduced human‐resource demands, and
minimized bias across raters. Practical implications of the main findings are elaborated
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