Teacher perception of creativity, intelligence and achievement

Abstract

The purpose of this study was to explicate the relationships between student test performance on standardized intelligence, achievement and creativity tests and teacher perceptions of these abilities. Third grade students were administered a battery of tests, and their teachers rated their intelligence, academic achievement, and creativity in comparison with all other same-aged children and in comparison with the other children in the class [Q-sort parallel]. Pearson product-moment correlations revealed that all teacher responses were significantly related to each other; they were also significantly correlated with the achievement test scores and the Cognitive Abilities Test scores. Global creativity ratings did not correspond well with the standardized test scores, but the creativity Q-sort responses were significantly related to the creativity test scores