Technology-based assessment of creativity in educational context the case of divergent thinking and its relation to mathematical achievement /
Creativity is one of the most frequently cited 21st century skills, and developing creativity is one of the most often declared goals of modern education systems. However, without easy-to-use assessment instruments available for everyday application in educational practice, systematic improvement of...
Elmentve itt :
Szerzők: | |
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Dokumentumtípus: | Cikk |
Megjelent: |
2015
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Sorozat: | THINKING SKILLS AND CREATIVITY
18 |
doi: | 10.1016/j.tsc.2015.05.004 |
mtmt: | 2896790 |
Online Access: | http://publicatio.bibl.u-szeged.hu/6023 |
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022 | |a 1871-1871 | ||
024 | 7 | |a 10.1016/j.tsc.2015.05.004 |2 doi | |
024 | 7 | |a 2896790 |2 mtmt | |
040 | |a SZTE Publicatio Repozitórium |b hun | ||
041 | |a zxx | ||
100 | 1 | |a Pásztor Attila | |
245 | 1 | 0 | |a Technology-based assessment of creativity in educational context |h [elektronikus dokumentum] : |b the case of divergent thinking and its relation to mathematical achievement / |c Pásztor Attila |
260 | |c 2015 | ||
300 | |a 32-42 | ||
490 | 0 | |a THINKING SKILLS AND CREATIVITY |v 18 | |
520 | 3 | |a Creativity is one of the most frequently cited 21st century skills, and developing creativity is one of the most often declared goals of modern education systems. However, without easy-to-use assessment instruments available for everyday application in educational practice, systematic improvement of creativity is far from a realistic option. The aim of the present study is to explore the possibility of online assessment of divergent thinking and to contribute to the development of a reliable technology-based test. The paper also investigates the relationship between divergent thinking and mathematical achievement in different dimensions. The sample for the study was drawn from sixth-grade students (N = 1,984). The computerized instrument comprising nine tasks was based on item types for divergent thinking by Torrance and by Wallach and Kogan. Our online test proved to be a reliable instrument. Based on theoretical assumptions, evidence for construct validity was provided for both the fluency–flexibility–originality and verbal–figural dimensions. Divergent thinking predicts mathematical achievement at a moderate level. The advantages of technology-based assessment made our instrument suitable for everyday school practice and large-scale assessments; however, the coding process is not yet fully automated. | |
700 | 0 | 1 | |a Molnár Gyöngyvér |e aut |
700 | 0 | 1 | |a Csapó Benő |e aut |
856 | 4 | 0 | |u http://publicatio.bibl.u-szeged.hu/6023/1/2015_Pasztor_Molnar_Csapo_creativity.pdf |z Dokumentum-elérés |