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This paper presents a review of the literature on the measurement of creativity. Creativity definitions are discussed as a starting point for understanding the nature of this con-struct. The four major approaches to measuring creativity (process, person, product and press) are reviewed, pointing out commonly used instruments as well as the advantages and weaknesses of each approach. This review reveals that the measurement of creativity is an unsettled issue, and that the existing instruments purporting to measure creativity suffer from serious conceptual and psychometric shortcomings. Research gaps and suggestions for future research are discussed. ispartof: Creativity. Theories-Research-Applications vol:4 issue:2 pages:238-275 status: published

The Torrance Test of Creative Thinking-Verbal (TTCT-Verbal) is a commonly used measure of creative potential. The present study examined the factor structure, measurement invariance, and latent mean differences across gender, year of study, and academic major for the Arabic version of the TTCT-Verbal. Data were collected among 621 Egyptian undergraduate students. The results supported a bifactor structure for the TTCT-Verbal scores, in which a general divergent thinking factor coexisted alongside six activity-specific factors. Strict invariance was supported for this structure across gender, year of study, and academic major. Latent means were found to significantly differ by year of study, but not by gender or academic major. In contrast, comparisons of observed means showed significant differences by year of study and academic major, but not by gender. Implications of these findings for creativity measurement and development as well as directions for future research are discussed.

The Verbal Torrance Test of Creative Thinking (Verbal TTCT) is one of the most frequently used instruments in creativity research. However, its factor structure is still debated and mostly assessed in western contexts. The purpose of the current study was to provide new insights into the factor structure underlying this instrument, with a particular focus on an Arabic context. A sample of 621 undergraduate students from Egypt completed an Arabic version of the Verbal TTCT (Form B). Exploratory and confirmatory factor analyses based on classical test theory were performed, followed by a confirmatory multidimensional item response theory analysis. The findings suggested a novel bifactor structure comprising a general factor in addition to six activity-specific factors. Further support for the bifactor structure was provided by subsequent analyses of residual correlations, empirical reliability, item fit, and item parameters. Theoretical and applied implications of these findings are discussed. ispartof: Thinking Skills and Creativity vol:35 status: published