Validity Study of the Appropriation for Creativity Test (T.A.C), Within the Context of Teaching Processes Oriented to the Achievement of Deep Learning for Creating

Abstract

This article supplies empirical evidence for the validity process ofthe "Appropriation for Test" (TAC). Designed in a Fondecyt Project at the Catholic University of Chile to assess the potential of a deep leaming oliented teaching that allows creating, it is based on the four principals for knowledge handling described in the "Learning for Creating" model (Mena, 2000).

Individual test analysis (internal consistency, discriminant capacity, factor analysis) and inter test analysis (response correlations and patterns) were developed after applying the TAC to 63 teachers, a Student Perception Scale —as an extemal reference criterion— to 1229 students, and the Torrance Creative Thinking Test to 17 teachers.

The S. P. Scale appears to be a solid, reliable and adequately structured instrument, easily understood and welcomed by student. The TAC seems to be solid, multidimensional, with reasonable internal consistency and capability to discliminate amongst designs more or less oliented towards deep knowledge apropiation. It associates with the Scale and with the originality and abstraction items of the Torance test.