A Fuzzy Logic Software Instrument and a New Scale for the Assessment of Creativity

  • Ioan Susnea University "Dunarea de Jos" of Galati
  • Grigore Vasiliu University "Dunarea de Jos" of Galati, Romania


It is difficult to measure something we cannot clearly define. No wonder hat, for the over 100 definitions of the creativity proposed in the literature, there re almost as many scales and assessment tools. Most of these instruments have been esigned for research purposes, and are difficult to apply and score, especially in the ducational environment. Not to mention that they are expensive. he research described in this paper is aimed to develop a free, fast, and easy to se software tool for the assessment of creativity in the educational context. To this urpose, we have designed a new scale with 20 items, based on a novel approach ocusing on detecting the factors known to block the creativity, like stereotypical hinking, and social conformity. The user input is collected through a web based nterface, and the actual interpretation of the results is automated by means of a uzzy logic algorithm. The proposed solution is interesting because it can be easily ntegrated in almost any e-learning platform, or used as a stand-alone tool for tracing he evolution of the students involved in courses for the development of creative hinking skills, and also for possible other applications.

Author Biographies

Ioan Susnea, University "Dunarea de Jos" of Galati
Associate Professor at the Department of Computers and Information Technology
Grigore Vasiliu, University "Dunarea de Jos" of Galati, Romania
Associate Professor at the Department of Automation and Applied Informatics


[1] Aleinikov, A., Kackmeister, S., and Koenig, R. (Eds.). (2000); Creating creativity: 101definitions, idland, MI: Alden B. Dow Creativity Center, Northwoods University.

[2] Amabile, T.M. (1982); Social psychology of creativity: A consensual assessment technique, ournal of Personality and Social Psychology, 43: 997-1013.

[3] Amabile, T. M., Conti, R., Coon, H., Lazenby, J., and Herron, M. (1996);

Assessing the ork environment for creativity, Academy of management journal, 39(5): 1154-1184.

[4] Batey, M. (2012); The measurement of creativity: From definitional consensus to the introduction f a new heuristic framework, Creativity Research Journal, 24(1): 55-65.

[5] Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., and Rumble, . (2012); Defining twenty-first century skills, Assessment and teaching of 21st century kills, Springer Netherlands, 17-66.

[6] Bull, K.S. & Davis, G.A. (1980);

Evaluating creative potential using the statement of past reative activities, Journal of Creative Behavior, 14: 249-257.

[7] Cachia, R., Ferrari, A., Kearney, C., Punie, Y., Van den Berghe, W.,and Wastiau, P. (2009); reativity in schools in Europe: A survey of teachers in Europe, European Commission-Joint esearch Center-Institute for Prospective Technological Studies, Seville.

[8] Carson, S., Peterson, J.B.,& Higgins, D.M. (2005);

Reliability, Validity, and Factor Structure f the Creative Achievement Questionnaire, Creativity Research Journal, 17(1): 37-50.

[9] Dzitac, I., Vesselenyi, T., Tarca, R. C. (2011);

Identification of ERD using fuzzy inference ystems for brain-computer interface, International Journal of Computers Communications & Control, 6(3): 403-417.

[10] Fields, Z., & Bisschoff, C. A. (2014);

Developing and Assessing a Tool to Measure the reativity of University Students, J Soc Sci, 38(1): 23-31.

[11] Florida, R. (2006); The Flight of the Creative Class: The New Global Competition for alent. Liberal Education, 92(3): 22-29.

[12] Kasof, J. (1995); Explaining creativity: The attributional perspective, Creativity Research ournal, 8:311-366.

[13] Kaufman, J. C., Plucker, J. A., & Baer, J. (2008); Essentials of creativity assessment, John iley & Sons, 53.

[14] Kelly, K.E. (2004); A brief measure of creativity among college students. College Student ournal, 38: 594-596.

[15] Kim, K. H. (2006); Can we trust creativity tests? A review of the Torrance Tests of Creative hinking (TTCT), Creativity research journal, 18(1): 3-14.

[16] Kirton, M. (1976); Adaptors and innovators: A description and measure. Journal of Applied sychology, 61: 622-629

[17] Kumar, V. K., Kemmler, D., & Holman, E. R. (1997); The Creativity Styles Questionnaire– evised. Creativity Research Journal, 10(1): 51-58.

[18] Miller, A. L. (2009), Cognitive processes associated with creativity: Scale development and alidation (Doctoral dissertation, Ball State University).

[19] Miller, A. L. (2014); A self-report measure of cognitive processes associated with creativity, reativity Research Journal, 26(2): 203-218.

[20] Parkhurst, H. B. (1999); Confusion, lack of consensus, and the definition of creativity as a onstruct, The Journal of Creative Behavior, 33(1): 1-21.

[21] Plucker, J.A., Runco, M.A. (1998);

The death of creativity measurement has been greatly xaggerated: Current issues, recent advances, and future directions in creativity assessment, oeper Review, 21: 36-40.

[22] Resnick, M. (2007); Sowing the Seeds for a More Creative Society, International Society for echnology in Education, 35(4): 18-22

[23] Robinson, K. (2011); Out of our minds: Learning to be creative. Capstone

[24] Runco, M.A. (1999); Appendix II: Tests of creativity. In M.A. Runco and S.R. Pritzker ds.), Encyclopedia of creativity, San Diego, CA: Academic Press, 755-760).

[25] Runco, M. A., Plucker, J. A., & Lim, W. (2001); Development and psychometric integrity f a measure of ideational behavior. Creativity Research Journal, 13(3-4): 393-400.

[26] Sawyer, R. K. (2011); Explaining creativity: The science of human innovation, Oxford niversity Press.

[27] Susnea, I., Pecheanu, E., Tudorie, C. and Cocu, A. (2014); The education for creativity - he only student's tool for coping with the uncertainties of the future, MAC ETEL 2014 - nternational Conference on Education, Teaching and e-Learning, Prague , Oct. 2014.

[28] Susnea, I. Pecheanu, E. Tudorie, C. (2014); Initiatives towards and Education for Creativity, he 6th International Conference Edu World 2014 Education Facing Contemporary World ssues, 7th - 9th November 2014. Also published in Procedia - Social and Behavioral Sciences, 015 180: 1520 - 1526.

[29] Sternberg, R. J. (1988); A three-facet model of creativity. In R. J. Sternberg (Ed.), The ature of creativity, Cambridge: Cambridge University Press, 125-147.

[30] Tanaka, K. (1997); An introduction to fuzzy logic for practical applications, Springer Verlag.

[31] Thorsteinsson, G., Page, T., & Niculescu, A. (2010); Adoption of ICT in supporting ideation kills in conventional classroom settings, Journal of Studies in Informatics and Control, 9(3): 309-318.

[32] Torrance, E. P. (1974); Torrance Tests of Creative Thinking: Norms and technical manual. ensenville, IL: Scholastic Testing Press

[33] Treffinger, D. J. (1996); Creativity, creative thinking, and critical thinking: In search of efinitions. Sarasota, FL: Center for Creative Learning.
How to Cite
SUSNEA, Ioan; VASILIU, Grigore. A Fuzzy Logic Software Instrument and a New Scale for the Assessment of Creativity. INTERNATIONAL JOURNAL OF COMPUTERS COMMUNICATIONS & CONTROL, [S.l.], v. 11, n. 3, p. 441-449, mar. 2016. ISSN 1841-9844. Available at: <http://univagora.ro/jour/index.php/ijccc/article/view/2192>. Date accessed: 20 jan. 2021. doi: https://doi.org/10.15837/ijccc.2016.3.2192.


assessment of creativity, e-learning, fuzzy logic