Creativity versus conscientiousness: which is a better predictor of student performance?

Abstract

This paper examines the extent to which the incremental validity of creative thinking (over and above personality) in the prediction of academic performance may be a function of assessment methods. British university students (N = 307) completed the Alternate Uses Test and Big Five personality inventory at the beginning of the first academic year. Students' academic performance was assessed throughout a 4‐year period via written exams, continuous assessment (tutored seminars) and a supervised dissertation in the final year. Creative thinking was more related to final dissertation marks than to exam and continuous assessment performance (which were associated with Conscientiousness, rather than creative thinking). A follow‐up questionnaire on preferences for different assessment methods revealed that creative thinking was positively related to preference for viva voce (oral) exams, group projects and final dissertation, but negatively associated with preferences for multiple‐choice and essay‐type exams, as well as continuous assessment. Implications are discussed with regard to educational settings, in particular assessment methods. Copyright © 2005 John Wiley & Sons, Ltd.