![Page 1: Formal Assessment of Creativity by Katja Hölttä-Otto (Aalto University)](https://reader031.vdocuments.us/reader031/viewer/2022030306/58cf3aeb1a28ab254a8b4d67/html5/thumbnails/1.jpg)
Formal Assessment of Creativity
Katja Hölttä-Otto
Prof. Product Development
Design Factory / Dept. of Mechanical Engineering
Aalto University
21.6.2016
![Page 2: Formal Assessment of Creativity by Katja Hölttä-Otto (Aalto University)](https://reader031.vdocuments.us/reader031/viewer/2022030306/58cf3aeb1a28ab254a8b4d67/html5/thumbnails/2.jpg)
Measuring Creative Outcome
• Quantity
– Amount of ideas
– Amount of unique ideas
– Amount of high novelty ideas
• Novelty
– Uniqueness in a set
– Originality on an anchored scale
– Originality decision tree
• Variety
– Breadth of idea types
• Feasibility
Originality Metric
0 Common
2.5 Somewhat interesting
5 Interesting
7.5 Very Interesting
10 Exceptional
![Page 3: Formal Assessment of Creativity by Katja Hölttä-Otto (Aalto University)](https://reader031.vdocuments.us/reader031/viewer/2022030306/58cf3aeb1a28ab254a8b4d67/html5/thumbnails/3.jpg)
Does the concept achieve design goals beyond the industry norm?
No
0
Yes
To what extent is the design integrated around its innovation?
Minor, isolated improvements
that are peripheral to
function.
2.5
Moderately integrated
improvements that are essential to
function, but design remains typical.
5
System-level improvements. Entire concept
integrated around
improvements.
Is the design so unique it is unlikely to
be seen again?
No
7.5
Yes
10
![Page 4: Formal Assessment of Creativity by Katja Hölttä-Otto (Aalto University)](https://reader031.vdocuments.us/reader031/viewer/2022030306/58cf3aeb1a28ab254a8b4d67/html5/thumbnails/4.jpg)
A Cross-Sectional and Longitudinal Examination of the Development of Innovation Capability in Undergraduate Engineering Students
Trina C. Kershaw, Rebecca L. Peterson, Molly A.
McCarthy, Adam P. Young, Carolyn Conner
Seepersad, Paul T. Williams, Katja Hölttä-Otto, &
Sankha Bhowmick
![Page 5: Formal Assessment of Creativity by Katja Hölttä-Otto (Aalto University)](https://reader031.vdocuments.us/reader031/viewer/2022030306/58cf3aeb1a28ab254a8b4d67/html5/thumbnails/5.jpg)
Goals and Approach
of the Current Project
• Examine the innovation capabilities of undergraduate engineering students – Concept generation exercise using modified 6-3-5 ideation
method
– Resulting concepts scored for originality
– Cross-sectional and longitudinal analyses of originality
– Technical Feasibility
– Relationships between originality and individual difference variables
• academic performance (GPA)
• engineering design self-efficacy
![Page 6: Formal Assessment of Creativity by Katja Hölttä-Otto (Aalto University)](https://reader031.vdocuments.us/reader031/viewer/2022030306/58cf3aeb1a28ab254a8b4d67/html5/thumbnails/6.jpg)
Participants
• 242 students in undergraduate engineering
courses at UMass Dartmouth participated
as part of a course activity
– 100 freshmen in 2012-2013 academic year (AY)
– 38 sophomores in Spring 2014
– 24 juniors in Fall 2012
– 80 seniors in 2012-2013 AY and Spring 2014
• 569 concepts generated
![Page 7: Formal Assessment of Creativity by Katja Hölttä-Otto (Aalto University)](https://reader031.vdocuments.us/reader031/viewer/2022030306/58cf3aeb1a28ab254a8b4d67/html5/thumbnails/7.jpg)
Cross-Sectional Originality Results,
Individual Level
0
0.2
0.4
0.6
0.8
1
1.2
Fall 2012 Spring 2013
Seniors Freshmen
![Page 8: Formal Assessment of Creativity by Katja Hölttä-Otto (Aalto University)](https://reader031.vdocuments.us/reader031/viewer/2022030306/58cf3aeb1a28ab254a8b4d67/html5/thumbnails/8.jpg)
Longitudinal Originality Results,
Individual Level
0
0.2
0.4
0.6
0.8
1
1.2
1.4
0 0.2 0.4 0.6 0.8 1 1.2 1.4
Senio
rs S
pring 2
014
Juniors Fall 2012
![Page 9: Formal Assessment of Creativity by Katja Hölttä-Otto (Aalto University)](https://reader031.vdocuments.us/reader031/viewer/2022030306/58cf3aeb1a28ab254a8b4d67/html5/thumbnails/9.jpg)
Conclusions
• What impacts students’ innovation capabilities?
– Curriculum: Seniors measured in Spring semester were
more original than seniors measured in Fall semester and
juniors.
• Junior year introduces design framework. Senior design
course focuses on planning in the Fall and prototype
delivery in the Spring.
• No difference between freshmen and seniors, but
freshmen course includes various engineering majors.
– Individual differences: No impact, in contrast to previous
research.
![Page 10: Formal Assessment of Creativity by Katja Hölttä-Otto (Aalto University)](https://reader031.vdocuments.us/reader031/viewer/2022030306/58cf3aeb1a28ab254a8b4d67/html5/thumbnails/10.jpg)
Sample concepts
![Page 11: Formal Assessment of Creativity by Katja Hölttä-Otto (Aalto University)](https://reader031.vdocuments.us/reader031/viewer/2022030306/58cf3aeb1a28ab254a8b4d67/html5/thumbnails/11.jpg)
Novelty: 10,
Feasibility: 4
![Page 12: Formal Assessment of Creativity by Katja Hölttä-Otto (Aalto University)](https://reader031.vdocuments.us/reader031/viewer/2022030306/58cf3aeb1a28ab254a8b4d67/html5/thumbnails/12.jpg)
Novelty: 7.5,
Feasibility: 10
![Page 13: Formal Assessment of Creativity by Katja Hölttä-Otto (Aalto University)](https://reader031.vdocuments.us/reader031/viewer/2022030306/58cf3aeb1a28ab254a8b4d67/html5/thumbnails/13.jpg)
Novelty: 7.5,
Feasibility: 10
![Page 14: Formal Assessment of Creativity by Katja Hölttä-Otto (Aalto University)](https://reader031.vdocuments.us/reader031/viewer/2022030306/58cf3aeb1a28ab254a8b4d67/html5/thumbnails/14.jpg)
Novelty: 7.5,
Feasibility: 10
![Page 15: Formal Assessment of Creativity by Katja Hölttä-Otto (Aalto University)](https://reader031.vdocuments.us/reader031/viewer/2022030306/58cf3aeb1a28ab254a8b4d67/html5/thumbnails/15.jpg)
Novelty: 7.5,
Feasibility: 10
![Page 16: Formal Assessment of Creativity by Katja Hölttä-Otto (Aalto University)](https://reader031.vdocuments.us/reader031/viewer/2022030306/58cf3aeb1a28ab254a8b4d67/html5/thumbnails/16.jpg)
Novelty: 7.5,
Feasibility: 10
![Page 17: Formal Assessment of Creativity by Katja Hölttä-Otto (Aalto University)](https://reader031.vdocuments.us/reader031/viewer/2022030306/58cf3aeb1a28ab254a8b4d67/html5/thumbnails/17.jpg)
Novelty: 5,
Feasibility: 10
![Page 18: Formal Assessment of Creativity by Katja Hölttä-Otto (Aalto University)](https://reader031.vdocuments.us/reader031/viewer/2022030306/58cf3aeb1a28ab254a8b4d67/html5/thumbnails/18.jpg)
Novelty: 0,
Feasibility: 10
![Page 19: Formal Assessment of Creativity by Katja Hölttä-Otto (Aalto University)](https://reader031.vdocuments.us/reader031/viewer/2022030306/58cf3aeb1a28ab254a8b4d67/html5/thumbnails/19.jpg)
Future Directions
• Continue longitudinal analysis
• Global university comparison
– Compare data from 5 universities in EU, US & Asia
• Curriculum changes at UMass Dartmouth
– Freshmen courses now include design instruction
• We will test Spring 2016 freshmen and compare to 2012-
2013 freshmen
• Scale up metrics / analysis
![Page 20: Formal Assessment of Creativity by Katja Hölttä-Otto (Aalto University)](https://reader031.vdocuments.us/reader031/viewer/2022030306/58cf3aeb1a28ab254a8b4d67/html5/thumbnails/20.jpg)
![Page 21: Formal Assessment of Creativity by Katja Hölttä-Otto (Aalto University)](https://reader031.vdocuments.us/reader031/viewer/2022030306/58cf3aeb1a28ab254a8b4d67/html5/thumbnails/21.jpg)
Procedure
Groups
4-6 per group
Task
Design next gen. litter
collection system
Inter-action
5 min with
sample litter
collector
Indiv. Ideation
10 min silent
sketching of 3
concepts
Group ideation
Circulate in group for 5 min (silent)
End
Circulate until
returned to
original owner or
min 3 rounds
Ind Diffs
Eng. design self-
efficacy measure
and report GPA
Modified 6-3-5 ideation