Hein, Sascha D.Potthast, MarkusMergi, Talia2018-02-272018-02-272017-10-12http://hdl.handle.net/10657/2516The purpose of this study was to develop a rubric that would assess cognitive and affective role–taking abilitiesin children. Since the creativity subtest ‘Conversations’ requires students to create a dialogue through the viewpoints of others, they must utilize their ability to role-take. We developed a rubric, the Role-taking Abilities Measure (RAM), to evaluate students’ abilities to demonstrate role-taking within the ‘Conversations’ subtest. The original rubric evaluated creativity. The goal of our work was to establish high levels of internal consistency and inter-rater reliability for the RAM. We hypothesized that the RAM would be a reliable rubric for assessing role-taking abilities. Subsequently, the relationship between students’ role-taking scores and their creative scores yielded as per Aurora's rubric, were analyzed to understand the relationship between roletaking and creativity. We hypothesized that students’ role-taking scores would be moderately to highly correlated with their creativity scores.en-USThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).Poster