ANALYSE DES MESURES ET TESTS SCIENTIFIQUES DE LA CREATIVITE DANS LE MILIEU EDUCATIF

Measuring correctly the creativity and its practical applications can on one hand, support and guide its development, and on the other hand, can contribute to the identification of the creative children and the unexploited resources in the educational domain. (Besan?on, Lubart, Barbot 2013). Besides, the measure of the creativity also allows guiding the professors in the planning and the implementation of a stimulating strategy for the creativity. (Dertinger, on 2003), furthermore, that helps to estimate the various effects of teaching materials, manuals and educational programs (Torrance, cited in Carmon, 1999). (Fleith et al., 2014). In this context, several researchers supported that the new emergent researches, as well as the statistical methodologies, could slow down our understanding of this construction with multiple facets which is ?Creativity?. (Torrance, on 1979; MacKinnon, on 1978; Treffinger, on 1991; Harrington on 1990). (Rojas, on 2015). The objective of this article is to present some creativity?s measurement tools, by passing in review their implications in various approaches, principally in the educational one. Further to this varied reading, we shall discuss the creativity?s measure strategy adopted in some researches and particularly in the field of the education