The Torrance Test of Creative Thinking (TTCT) is the most widely used norm-referenced creativity test used in gifted identification. Although commonly used for identifying talent, little is known about how creativity tests, like the TTCT-Figural, contribute to the probability of being identified as gifted especially with underrepresented populations. Using nominated students ( n = 1,191) from a diverse midsized urban school district, this study examined the differential predictive validity among student demographics (i.e., race/ethnicity, free/reduced price lunch status, English learning status, sex) and the TTCT-Figural to the probability of being identified as gifted. Results of a multilevel hierarchical generalized linear regression indicated underrepresented groups showed no difference in the probability of being identified after controlling for cognitive ability and academic achievement; the same was true when the TTCT-Figural was included within the model. The inclusion of the TTCT-Figural does contribute to the probability of identification; however, the disproportionality of underrepresented student groups remains in this school district. Gifted administrators looking to enhance equity may not find the solution with the mere inclusion of a creativity assessment. Implications for practice and future directions are discussed.

中文翻译：

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提名后会发生什么？用托伦斯创造性思维测试评估天才识别的概率

托兰斯创造性思维测试 (TTCT) 是在天才识别中使用最广泛的参考规范创造力测试。尽管创造力测试（如 TTCT-Figural）通常用于识别人才，但人们对如何提高被识别为天才的概率（尤其是对于代表性不足的人群）却知之甚少。本研究使用来自不同中型城市学区的提名学生（n = 1,191），检验了学生人口统计数据（即种族/民族、免费/低价午餐状况、英语学习状况、性别）和 TTCT 之间的差异预测有效性。以数字表示被认定为有天赋的概率。多级分层广义线性回归的结果表明，在控制认知能力和学业成绩后，代表性不足的群体在被识别的概率上没有差异；当 TTCT-Figural 包含在模型中时，情况也是如此。包含 TTCT-Figural 确实有助于提高识别概率；然而，该学区的学生群体代表性不足的现象依然存在。寻求增强公平性的天才管理者可能无法仅仅通过创造力评估来找到解决方案。讨论了对实践和未来方向的影响。