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Journal articles on the topic 'Creativity assessment methods'
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Yin, Yuan, Ji Han, Shu Huang, Haoyu Zuo, and Peter Childs. "A STUDY ON STUDENT: ASSESSING FOUR CREATIVITY ASSESSMENT METHODS IN PRODUCT DESIGN." Proceedings of the Design Society 1 (July 27, 2021): 263–72. http://dx.doi.org/10.1017/pds.2021.27.
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AbstractThis paper asked participants to assess four selected expert-rated Taiwan International Student Design Competition (TISDC) products using four methods: Consensual Assessment Technique (CAT), Creative Product Semantic Scale (CPSS), Product Creativity Measurement Instrument (PCMI), and revised Creative Solution Diagnosis Scale (rCSDS). The results revealed that, between experts and non-experts, the ranking results by the CAT and CPSS were the same, while the ranking results of the rCSDS were different. The CAT, CPSS, and TISDC methods provided the same results indicating that raters may return the same results on creativity assessment, and the results are not affected by the selected methods.If it is necessary to use non-experts to assess creativity and the creativity results are expected to be the same with that of experts, asking non-expert raters to use CPSS to assess creativity and then ranking the creativity score is more reliable. The study offers a contribution to the creativity domain on deciding which methods may be more reliable from a comparison perspective.
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Park, Namgyoo K., Monica Youngshin Chun, and Jinju Lee. "Revisiting Individual Creativity Assessment: Triangulation in Subjective and Objective Assessment Methods." Creativity Research Journal 28, no. 1 (January 2, 2016): 1–10. http://dx.doi.org/10.1080/10400419.2016.1125259.
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Long, Haiying, and Weiguo Pang. "Rater effects in creativity assessment: A mixed methods investigation." Thinking Skills and Creativity 15 (March 2015): 13–25. http://dx.doi.org/10.1016/j.tsc.2014.10.004.
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Shumakova, N. B. "Creativity and its Assessment in Contemporary Foreign Studies." Современная зарубежная психология 10, no. 4 (2021): 8–16. http://dx.doi.org/10.17759/jmfp.2021100401.
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The problem of determining the possibilities and methods of assessing creative potential is as relevant as it is debatable. The growing attention to this problem is associated with the recognition of creativity as one of the key “skills of the 21st century” and the need for its development. The article analyzes modern foreign approaches to measuring creativity in order to determine the main trends and prospects for the development of this direction. Measuring creativity through the prism of cognitive, conative, emotional and environmental variables is a historically well-established and, at the same time, widespread practice. There are two main approaches to measuring creative potential: related to resources, based on the study of abilities and personal characteristics associated with creativity, and holistic – measuring creativity with the help of tasks from different areas that imitate real creative work. The advantages and disadvantages of the existing measurement methods are discussed. The most modern and promising tool for assessing creativity – EPoC – stands out. A new vector in measuring the creative potential of children based on the dynamic assessment and taking into account the zone of proximal development is outlined – a move away from the statement of the level of manifestation of creativity to the use of methods for assessing the individual «profile of creativity» to determine the optimal options for the development of creative potential, career guidance and expertise of creative programs.
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Lu, Chia-Chen, and Ding-Bang Luh. "A Comparison of Assessment Methods and Raters in Product Creativity." Creativity Research Journal 24, no. 4 (October 2012): 331–37. http://dx.doi.org/10.1080/10400419.2012.730327.
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KimMiye. "Methods of Creativity Assessment for Using in Physical Education Class." Korean Journal of Measurement and Evaluation in Physical Education and Sports Science 15, no. 1 (March 2013): 31–43. http://dx.doi.org/10.21797/ksme.2013.15.1.004.
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Kosenkova, Natalya N., and Natalya V. Meshkova. "SELF-ESTEEM AND TYPES OF CREATIVITY IN ADOLESCENTS: RELATIONSHIP AND PREDICTORS." Moscow University Psychology Bulletin, no. 2 (2020): 45–61. http://dx.doi.org/10.11621/vsp.2020.02.03.
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We present the results of an empirical study of the relationship between self-assessment of creative abilities, originality of creativity (verbal and social) and values. The relevance of the research is related to the demand for creativity as an important competence in the labor market. The ambiguity of the relationship between different types of creativity and self-assessment of creativity, as well as the discrepancy between the results of diagnostics of creative potential using various methods, actualizes the problem of realizing creative potential. The aim of the work was to study the relationship between different types of creativity, self-assessment of creativity and values, as well as to identify the ratio of creativity indicators diagnosed using the Real Word Divergent Task (RWDT) method and tasks for verbal creativity. The study involved adolescents aged 15–16 years (N = 50; 26 — men) — students of one of Moscow school. The following methods were used: “Selfassessment of creative abilities” (E. Tunik), tasks on verbal creativity and creativity in social interaction of positive and negative connotations of RWDT, Portrait value questionnaire of Sh. Schwartz. According to the results, originality is higher in tasks for verbal creativity compared to situations in social interaction; originality in situations of lies and prosocial situations in social interaction significantly correlate; there is no correlation between self-esteem of imagination and creativity indicators measured using the RWDT method and tasks for verbal creativity; self-esteem of creative abilities has a positive relationship with the highest value of “Openness to change”; the predictor of self-esteem of imagination is the value of “Independence of thought”. The results confirmed the hypotheses about specificity of creativity, about the absence of a link between creativity measured as self-report and objective methods; about the presence of a direct link between the highest values of “Openness to change” and the components of creativity measured by selfreport, and did not confirm assumption about the absence of a direct link between originality in prosocial situations and situations with negative connotations. Conclusions are made that 1) creativity is specific in various areas, 2) creativity in situations of lies and prosocial situations in social interaction is a single construct; 3) self-esteem of imagination is not associated with divergent thinking, measured using the RWDT method and tasks for verbal creativity; 4) high selfesteem of imagination is mediated by the motivational goal of thinking creatively, having original ideas, learning new things and phenomena.
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Flores, Luciano V., Maria Helena De Lima, Marcelo S. Pimenta, Victor Lazzarini, and Damián Keller. "Methods in Creativity-Centered Design for Ubiquitous Musical Activities." ScientiaTec 2, no. 2 (September 1, 2015): 25–37. http://dx.doi.org/10.35819/scientiatec.v2i2.1468.
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In this paper we describe a set of creativity-centered design methods, including strategies for interaction, signal processing, planning, prototyping and assessment. These were applied in the development of a prototype for mixing in mobile devices, which was assessed in an exploratory field study. We briefly discuss the implications of this experience for future experiments targeting aspects of creative performance in everyday settings.
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Beghetto, Ronald A. "Large-Scale Assessments, Personalized Learning, and Creativity: Paradoxes and Possibilities." ECNU Review of Education 2, no. 3 (September 2019): 311–27. http://dx.doi.org/10.1177/2096531119878963.
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Purpose: This article, based on an invited talk, aims to explore the relationship among large-scale assessments, creativity and personalized learning. Design/Approach/Methods: Starting with the working definition of large-scale assessments, creativity, and personalized learning, this article identified the paradox of combining these three components together. As a consequence, a logic mode of large-scale assessment and creativity expressions is illustrated, along with an exploration of new possibilities. Findings: Smarter design of large-scale assessments is needed. Firstly, we need to assess creative learning at the individual level, so complex tasks with high uncertainty should be presented to students. Secondly, additional process and experiential data while students are working on problems need to be captured. Thirdly, the human-artificial intelligence (AI) augmented scoring should be explored, developed, and refined. Originality/Value: This article addresses the drawbacks of current large-scale assessments and explores possibilities for combining assessment with creativity and personalized learning. A logic model illustrating variations necessary for creative learning and considerations and cautions for designing large-scale assessments are also provided.
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Order, Simon, Leo Murray, Jon Prince, Julia Hobson, and Sara de Freitas. "Remixing Creativity in Learning and Learning of Creativity: A Case Study of Audio Remix Practice with Undergraduate Students." Asia Pacific Media Educator 27, no. 2 (October 20, 2017): 298–310. http://dx.doi.org/10.1177/1326365x17728827.
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Testing creativity in tertiary learning activities is a young field of research, and current assessment methods are difficult to apply within the diverse context of media production education, where disciplines range from journalism through to video game production. However, the concept of remix is common across this wide range of media, and offers practitioners ‘endless hybridizations in language, genre, content, technique and the like’ (Knobel & Lankshear, 2008, p. 22). The conceptual commonality of remix indicates that the study conclusions will have useful implications across a range of media production disciplines. This study aims to consider new methods for testing creativity in media production learning activities and to provide better assessments for learning design. This study focused upon a learner cohort of music technology students that were undertaking a work-integrated learning programme with a record label. To make the students more work-ready and inspire greater creativity, they remixed tracks recorded by professional music artists as part of a unit assessment. Subsequent self-report surveys ( N = 29) found that the process of creating a ‘remix’ enhanced their creativity and provided suggested improvements to the design of the learning experience. Importantly, we found no relationship between the survey responses and objective assessments, indicating that the self-reported improvements in creativity were not simply a measure of how well the students performed the formally assessed tasks. Although more research is needed to establish effective measures of creativity, these findings demonstrate that self-report survey tools can be a powerful tool for measuring creativity and supporting improved iterative learning design.
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Oven, Alenka, and Barbara Domajnko. "Job satisfaction and creativity at work among occupational therapy practitioners: A mixed-methods study." Work 69, no. 4 (August 27, 2021): 1351–62. http://dx.doi.org/10.3233/wor-213555.
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BACKGROUND: Creativity is essential to the work of occupational therapy practitioners. Nonetheless, little is known about the way it influences their work satisfaction. OBJECTIVE: This study explores several internal and external factors related to organizational, personal, and socio-relational sources of creativity. Our main hypothesis was that occupational therapy practitioners are more satisfied when creative. METHODS: A mixed-methods study included a qualitative (n = 22) and a quantitative (n = 250) phase. Data were gathered using focus group interviews and an online survey, where a novel assessment instrument –the Creativity in Occupational Therapy Questionnaire –was administered. RESULTS: The synthesis of the results revealed that factors connected with the client, the practitioner’s personal characteristics, the work environment, relationships with colleagues and relationships with superiors all influenced the creativity of occupational therapy practitioners, in negative or positive ways. Professional autonomy and a supportive work environment were found to be important for the creativity of occupational therapy practitioners. Creativity at work had a statistically significant influence on work satisfaction of occupational therapy practitioners (B = 0.575, t = 6.267, p < 0.01). CONCLUSIONS: The results demonstrate the importance of creativity for job satisfaction of occupational therapy practitioners and suggest a dynamic reciprocal relationship between different factors and circumstances that should be considered when fostering creativity at work.
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Wright, Steve, Ben Short, and Gale Parchoma. "Supporting Creativity in Craft Brewing." International Journal of Mobile and Blended Learning 5, no. 3 (July 2013): 52–67. http://dx.doi.org/10.4018/jmbl.2013070104.
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This paper presents a case-study of an individual engaged in the practice of craft brewing and the ways in which his use of a mobile device has supported the informal learning underpinning his transition from novice towards mastery. Through participant observation, online ethnographic methods and interview data the authors present a description of how the mobile device is used. The authors argue for the importance of considering the role of constraint in the creative process, and the place of expert assessment in evaluating a product as creative. These arguments are contrasted with theorisation of assessment as absent in informal learning or inappropriate for evaluating creativity.
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Chappell, Kerry, Chris Walsh, Heather Wren, Karen Kenny, Alexander Schmoelz, and Elias Stouraitis. "Wise Humanising Creativity." International Journal of Game-Based Learning 7, no. 4 (October 2017): 50–72. http://dx.doi.org/10.4018/ijgbl.2017100103.
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This article interrogates how a particular conception of creativity: ‘wise humanising creativity' (WHC) is manifest within a virtual learning environment (VLE) with children and young people. It reports on the outcomes of C2Learn, a three-year European Commission funded project which introduced innovative digital gaming activities to foster co-creativity in the VLE between players. Theoretically the paper builds on previous work, which has conceptualised the potential for WHC within VLEs, as well as other educational contexts. Within C2Learn, arguments have been made for WHC as an antidote to overly-marketised, competitive notions of creativity, as well as for WHC supporting a view of childhood and youth as empowered—rather than ‘at risk'—within digital environments. In particular, this paper focuses on outcomes of the project's final piloting in England, Greece and Austria across the primary and secondary age ranges. This research employed a bespoke co-creativity assessment methodology developed for the project. In order to document WHC, this methodology opted to evidence developments in lived experience via qualitative methods including teacher and student interviews, fieldnotes, video capture, observation and student self-assessment tools. The paper articulates how WHC manifests in C2Learn's unique VLE or C2Space, and its potential to develop more nuanced understandings of creativity across digital environments. It then goes on to consider WHC as a useful concept for changing how we create within VLEs, and the implications for educational futures debates and wider understanding of creativity in education as a less marketised and more ethically driven concept.
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Ramdani, Aldin Syah, Dwi Anggani Linggar Bharati, and Januarius Mujiyanto. "Developing A Reading Project Assessment to Stimulate Students’ Critical Thinking and Creativity." English Education Journal 11, no. 4 (December 23, 2021): 558–65. http://dx.doi.org/10.15294/eej.v11i1.46367.
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Assessment is a part of the learning assessment phase of the teaching and learning process. It is used to evaluate whether the education goals have been reached by looking at the process and product of learning outcomes. However, many teachers need assistance in developing a suitable assessment system and instrument. Then it should be in line with the teaching and learning priorities of the 2013 curriculum, which enable teachers to challenge students' analytical and creative thinking. This study aimed to explain the development of project-based reading assessments to stimulate students' critical thinking and creativity of the tenth graders of X IPS 3 at SMAN 12 Semarang during the academic year 2018/2019. To construct project-based reading assessments, the researcher and the teacher collaborated. The module was revised based on expert advice until the main field testing was completed. The data collection methods were using a questionnaire, interview, observation, and examination to obtain quantitative and qualitative data. The study discovered that when students were given project-based reading assessments, their scores increased. According to the results of a paired sampled test, the students' mean score changed significantly after the post-test relative to the pre-test. Students' comprehension skills, critical thinking, and creative thinking have all improved as a result of project-based reading assessments. In conclusion, the project based assessment is applicable for teaching learning activities to stimulate high school students’ critical thinking and creativity.
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Udalova, T. Yu, A. V. Mordyk, O. G. Ivanova, and M. A. Osovik. "Сomparative characteristics of creativity of pedagogical and medical universities students." PERSONALITY IN A CHANGING WORLD: HEALTH, ADAPTATION, DEVELOPMENT 9, no. 2 (33) (June 30, 2021): 183–91. http://dx.doi.org/10.23888/humj20212183-191.
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The article presents a comparative analysis of the results of the study of future pediatricians (96 3rd year students of OmSMU) and educational psychologists' (76 3rd year students of OmSPU) creativity. The methods used for the analysis were the following “Diagnostics of personal creativity” (E.E. Tunik), “Definition of social creativity of the individual” (A.V. Batarshev), “Self-assessment of the creative potential of the individual” (N.P. Fetiskin, V.V. Kozlov, G.M. Manuylov), “Nonverbal creativity level diagnostics” (E.P. Torrance). The purpose of the study was to determine and compare the features of creativity of pedagogical and medical universities students. The analysis of the results showed that students have a high level of nonverbal creativity, an average level of personal creativity and self-esteem of creative potential, and social creativity is slightly above the average level. Medical students have a higher level of social creativity compared to pedagogical students, and personal creativity, on the contrary, is lower. In addition, such parameters of personal creativity as imagination and complexity are statistically significantly higher for future psychologists; there are no significant differences in the parameters of curiosity and risktaking. Differences in self-assessment of creative potential among students of pedagogical and medical universities are insignificant.
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Poghosyan, S. H. "PSYCHOLOGICAL STUDY OF THE CREATIVITY OF A MODERN MANAGER." Modern Psychology 4, no. 2 (9) (October 2, 2021): 283–91. http://dx.doi.org/10.46991/sbmp/2021.4.2.283.
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Nowadays the training of the managers requires improvement, which implies training a creative manager, who can work in uncertain and emergency situations. People who express their creativity have special personality traits. However, the correlation of the creativity and personality traits in management has not been sufficiently studied. It is also necessary to study the creativity methods based on the correlation between creativity and personality traits. If we consider creativity as the core system-creating quality for all traits, we can assume which traits of a person will be displayed in case of the expression of creativity. The purpose of this article is to study the creativity of a specialist as a system creating quality. Combined with the personality traits and the application of creativity methods it ensures the proposal of unique and new ideas. For this purpose we did research. We used the tests by F. Williams for creativity assessment and for discovering the individual qualities of a creative person, Cattell's 16 Personality Factors Test, Ryff`s Psychological Wellbeing Scale. Thus, for the creative solution of the problem, personal traits are needed, which will help to express the standards of creativity. However, appropriate methods, motivation and psychological security are needed for the effectiveness of the creative process in professional activities.
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Tangsopa, Yaowaret, Patarawan Woratanarat, and Chanika Angsanuntsukh. "Satisfactory Assessment for Performance of Orthopaedic Research Service." Ramathibodi Medical Journal 43, no. 2 (June 30, 2020): 41–50. http://dx.doi.org/10.33165/rmj.2020.43.2.227132.
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Background: Orthopaedic research service needs to be evaluated its effectiveness.
Objective: To assess customer satisfaction of effectiveness in orthopaedic research service.
Methods: A cross-sectional study was conducted among staffs, residents, fellows, and officers who used orthopaedic research service between June 2018 and June 2019. Customers who provided incomplete data were excluded. Baseline characteristics such as gender, highest education, types of employment, and positions were collected. Satisfaction of effectiveness of research service was assessed using the 23-item questionnaire with 8 dimensions; responsibilities, competency, diligence, public interests, creativity, communication, service mind, and productivity.
Results: From 80 participated customers, there were 61 males (76.25%), and 56 residents (70%). Customers satisfied at a good-excellent level in service mind (95.30%), diligence (94.80%), communication (94.75%), public interests (94.60%), productivity (94.50%), responsibility (94.13%), competency (94.13%), and creativity (93.80%). Baseline characteristics were not significantly associated with satisfaction.
Conclusions: Customers satisfied orthopaedic research service at the good-excellent level more than 93%. Improvement of responsibility, competency, and creativity may increase customer satisfaction.
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Gavrilov, Viktor V. "Revising the Assessment of Creative Competence of Journalism Students." RUDN Journal of Studies in Literature and Journalism 27, no. 2 (July 6, 2022): 388–98. http://dx.doi.org/10.22363/2312-9220-2022-27-2-388-398.
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This study proposes an effective development methodology for evaluating the creativity of journalism students. Within the framework of university education, it is proposed to focus the attention of teachers on creating a special educational environment (media park), where progressive forms and methods of teaching, game methods are used systematically, in the context of the ecology of media processes. The peculiarity of the methodology is that at the end of the educational process (the creation of a specific media product by the students), its effectiveness is measured by comparing the initial and final indicators of the creative competence of student journalists. The author proposes to use S. Mednik’s speech-thinking creativity test, which is based on an assessment of the level of development of the student’s thinking and speech in their relationship, which is extremely important for future journalists. The article presents the results of the practical application of this type of assessment. The relevance and novelty of the problematic are due to the following circumstances. On the one hand, active forms and methods of teaching, including project activities, are widely used in universities, on the other hand, the methodology for assessing the creative competence of students is currently not well developed and is practically not used in the curriculum. It should also be recognized that the assessment of this competence and the products of creativity in general, which, of course, includes a journalistic text, is complex and ambiguous, since it is influenced by a large number of subjective factors. This article proposes one of the ways to resolve this contradiction.
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Ranjan, B. S. C., L. Siddharth, and Amaresh Chakrabarti. "A systematic approach to assessing novelty, requirement satisfaction, and creativity." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 32, no. 4 (October 5, 2018): 390–414. http://dx.doi.org/10.1017/s0890060418000148.
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AbstractIt is well-known that creativity is crucial for sustaining a product against competition. Many factors have been proposed in the literature as indicators of creativity, among which outcome-characteristics-based factors are considered the most reliable; among these, the creativity of an outcome is often indicated by two major factors:noveltyandusefulness. Only a few studies address as to how creativity assessment methods and their results can be used during the design process. To systematically address the issue of how to influence creativity of design solutions, the following questions have been framed. (1) Which factors should be used as indicators of creativityconsistentlyacross different phases of the engineering design process? (2) How can creativity be assessed in terms of these factors during the engineering design process? In this work, we considernoveltyandusefulnessas the necessary factors forcreativity. It is found, however, that it is not possible todirectlyassess theusefulnessof outcomes during the design process. Therefore,requirement satisfactionis used as a proxy forusefulness. We propose a creativity assessment method that usesnoveltyandrequirement satisfactionas indicators for creativity; the method can be used for assessing not only complete products but also ideas or concepts, as they evolve through the phases of the design process. The application of the method in design is explained using a detailed example from a case study.
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Gevorgyan, A. Kh. "USING MINDFULNESS, AS THE METHOD OF SELF-REGULATION FOR CREATIVITY DEVELOPMENT." Modern Psychology 4, no. 2 (9) (October 2, 2021): 173–81. http://dx.doi.org/10.46991/sbmp/2021.4.2.173.
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The objective of the study is to find out the influence of the mindfulness meditation on the development of creativity. The article describes how the mindfulness meditation can promote the development of creativity. Survey, correlational and experimental research was done using the research methods of testing and experiment. The methods of diagnostics are the test by F. Williams for creativity assessment and Five Facet Mindfulness Questionnaire (FFMQ) by Ruth Baer. The correlational research showed that there were considerable connections among the level of awareness and creativity. As a result of the qualitative analyses of the experiment, it turned out that the solutions suggested by the students were more creative after the meditations. The results of the retesting showed that the level of the creativity has improved after the 5-days mindfulness training. The study opens new perspectives to manipulate with the mindfulness based interventions in order to receive more significant results for creativity development.
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Min, Chun-gi. "The Direction of Developing Courses and Assessment Tools for Enhancing Creativity Aligned with Critical Thinking." Korean Association of General Education 15, no. 5 (October 31, 2021): 325–42. http://dx.doi.org/10.46392/kjge.2021.15.5.325.
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The intellectual activities of creativity and critical thinking are essential in the complex problem-solving process of modern society. This article starts from the position that it is necessary to develop courses and assessment tools that is needed for simultaneously facilitating creativity and critical thinking skills at the same time in universities. The purpose of this paper is to provide a starting point for discussion on the development of creative competency courses and assessment tools required to link creativity and critical thinking skills. In Korea, there are many studies dealing with creativity and critical thinking separately, while in foreign countries, there is an active discussion taking place about the development of courses and assessment tools. To this end, based on the creative competency area set as a core competency in the liberal arts education of a university, the discussion was conducted by citing relevant domestic and foreign materials.<br/>First, in the process of arranging the connection between creativity and critical thinking, the necessity of linking these two skills to solve creative problems was confirmed. Next, the direction of the development of courses that can foster creativity and critical thinking abilities together was explored, focusing on lesson goals, contents, and methods. In order to simultaneously enhance creativity and critical thinking abilities among our students, it is necessary to design an activity-centered curriculum that combines both skills based on the existing creativity education and critical thinking education. Finally, the method of developing an assessment tool that can authentically measure the students’ creativity and critical thinking ability is described mainly using existing tools and in terms of employing technologies. Research on how to integrate previously developed tools for measuring creativity and measuring critical thinking skills should be continued. In particular, it is necessary to prepare a plan to solve technical problems in order to use technology in the course management and development of assessment tools.<br/>Classes for cultivating creativity and critical thinking abilities in our students can be more effective in liberal arts education for the simple reason that lessons within their majors emphasize the acquisition of specialized knowledge. Thus, there is a limit to creative competency education. Since modern and future societies require us to possess the ability to generate creative ideas in abundance in order to solve complex problems, as well as the ability to critically reflect and evaluate ideas and apply them to problem solving, it is urgent to develop courses and assessment tools that can align creativity with critical thinking. Designing effective classes through in-depth discussions on the development of courses and assessment tools remains as a theme for further research.
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Iim Siti Aminah, Arif Muchyidin, and Reza Oktiana Akbar. "ARIAS Learning Model (Assurance, Relevance, Interest, Assessment, Satisfaction) And Their Effect on Madrasah Tsanawiyah Student Creativity." Journal of General Education and Humanities 1, no. 1 (July 8, 2022): 39–46. http://dx.doi.org/10.58421/gehu.v1i1.4.
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This study aims to determine students' creativity ability using model ARIAS. This study uses quantitative research with an experimental method, with the entire population of students of class VIII MTs Sabilul Chalim Leuwimunding, as many as 136 students. The sample in this study using cluster random sampling was divided into two groups: VIIIC class as the control class with a total of 34, and VIIID class as a class experiment with several students as many as 34 students—research analysis using linear regression. The results showed that students' response to learning by using a model of ARIAS has a strong category with an average of 75.6%, and the creativity of students with models categorized ARIAS as more than enough for the average post-test score of 75.26. In contrast, students' creativity using conventional methods (lectures) was organized less, with an average of 62.97, and the third use of the learning model ARIAS positively affected students' creativity by 20.7%.
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KOÇ, Kemal, and Ayhan AKSOY. "Performance Tasks in Developing Creativity in Education." IRA International Journal of Education and Multidisciplinary Studies 10, no. 2 (February 26, 2018): 10. http://dx.doi.org/10.21013/jems.v10.n2.p1.
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The creativity is a process which can be enhanced by education. The creativity process may be evaluated in the most efficient way by following the student studies. The significant point is to look at the events, ideas, rules, behaviors and objects from different perspectives and to experience it in the life itself. The creativity is an important dimension of learning. The creative thinking is vital for acquiring the information and the environments convenient to enhancing the creativity help learners to hold positive attitudes towards learning. In this study, the creativity and creative thinking which are crucial nowadays and assumed to increase its importance in the future are examined in terms of the relationship between “alternative assessment methods” and “performance tasks” which have entered into our education system in recent years.
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Hrytsenko, O. S. "Analysis of the criteria of originality in projective methods in the study of talented and gifted individuals." Fundamental and applied researches in practice of leading scientific schools 41, no. 5 (November 30, 2020): 63–68. http://dx.doi.org/10.33531/farplss.2020.5.11.
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Analysis of the criteria of originality in projective methods in the study of talented and gifted individuals. The study analyses the criterion of originality in projective diagnostic tests used for the assessment of creative and gifted persons. For the analysis, the tests of Torrance, Gilford, Wartegg, and the methodology of "Pictogram" were utilized. The concept of originality is assessed in all these projective methods. This concept, according to J. Gilford, is strongly related to the creativity of a person. The originality, according to the scientist, is the capability to find the non-standard solutions, which are different from most answers for the particular test task. Thus, this parameter is related to the capability to create the new ideas based on the standard stimuli, which is the basis of creativity. However, the true originality, as the ability to produce a new product, cannot be measured within the testing procedure. Thus, J. Gilford created the criterion of originality of projective tests as a statistical parameter. For different tests, the frequency of the solution, needed for describing it as original, can be different. Precisely, in Torrance’s test, the answer is considered original if it occurs in less than 5% of answers. In Gilford's test, the original solution was shown to be presented in less than then 2.5% cases. For the "Pictogram" methodology, the original answer occurs in less than 2%, and in Wartegg’s test – in less than 1%.
When analysing the concept of originality, it is also necessary to ensure the adequacy of the proposed solution is also evaluated. A tested person can propose the answer to the test task that ignores the instruction or the essential characteristics of stimuli. In this case, such a variant of the solution of the problem will be original, as it occurs rarely. However, this solution does not appear to be adequate and it might not be related to the creativity of a person. Hence, original but adequate answers should be applied as indicators of the true creativity.
Thus, the criterion of originality is a statistical one. To evaluate the originality of the answer, a researcher assesses the frequency of a particular result in the entire assessed group. This criterion in the significant way depends on the cultural code of the person as well as on the sample of the study. The same solution can be considered as original for one sample and standard, normative for another one. On the other hand, creativity of a person not always can be controlled and applied consciously. The creative process is frequently spontaneous. Therefore, the absence of the original solutions in the results of proactive tests does not necessarily mean the absence of creativity in a particular person. In such a rank, the criterion of originality can serve as an indicator of a non-standard process of thinking of an individual. However, the assessment of creativity and giftedness requires a comprehensive and individual approach.
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Stojanović, Anja. "Developing student's creativity." Artefact 7, no. 1 (2021): 51–70. http://dx.doi.org/10.5937/artefact2101051s.
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Encouraging creativity, as well as expressing and developing it, is a desirable goal of modern educational systems. In order for this to be implemented in practice, it is necessary to devise such a curriculum and provide conditions conducive to the creative behavior of teachers and students in the school. It is necessary to lay a good foundation for the creative expression of students and teachers. The social needs for creative members of society are growing, where the school is one of the institutions that plays an important role in educating young people and encouraging the development of creativity in students. Every society, at a certain time, respects, appreciates, emphasizes certain aspects as a feature of quality, therefore creative creators, if they do not adapt their work to these aspects, their work can be evaluated as not good enough, although in another social environment it might be rated as excellent. Compared to the former traditional teaching, today's teacher is more qualified and competent for the vocation that awaits them, both in the transfer of knowledge and in getting to know and respect the individual abilities and interests of each child in the class. The research was conducted through the Google questionnaire, in 2021, using a five-point Likert-type assessment scale in online form, based on which we determined the reflections of teachers on the developing student's creativity. The data obtained by the scaling technique and interpreted by the method of descriptive statistics provided a clear insight into the research results. By the analysis of the results obtained by this research, it was determined that primary school teachers, as well as subject teachers in their classes gladly apply creativity by using various creative methods and techniques in teaching, with various technical and material means and organizing classes outside school.
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Houtz, John C., Edwin Selby, Giselle B. Esquivel, Ruth A. Okoye, Kristen M. Peters, and Donald J. Treffinger. "Comparison of Two Creativity Style Measures." Perceptual and Motor Skills 96, no. 1 (February 2003): 288–96. http://dx.doi.org/10.2466/pms.2003.96.1.288.
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The purpose of this study was to examine the relation between two measures of creativity style for a sample of beginning teachers. 116 student teachers enrolled in an undergraduate teacher-education program in a medium-sized, metropolitan university completed the Kirton Adaption-Innovation Inventory and the Basadur Creative Problem Solving Profile measures. A preference for an Innovator style (higher scores on Kirton's inventory) was correlated with the Generator profile on the Basadur profile ( r = .36, p <.01). The KAI Efficiency scores, suggesting a preference for broad, global ideas as opposed to narrow, specific ones, was correlated with the Basadur Conceptualizer scores ( r = .26, p < .01). Implications are discussed for teachers who must adapt to newer instructional and assessment methods designed to foster students' higher-level thinking skills.
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Rahayu, Yayu, and Yeni Heryani. "UPAYA GURU MENGEMBANGKAN KREATIVITAS ANAK PRA SEKOLAH MELALUI MEDIA PLAYDOUGH DIKELOMPOK B KOBER MIFTAHUL FALAH." CERIA (Cerdas Energik Responsif Inovatif Adaptif) 2, no. 1 (April 8, 2019): 1. http://dx.doi.org/10.22460/ceria.v2i1.p1-4.
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Creativity has a very important role in the lives of children. Through kerativitas, children can be creative in accordance with the talent or ability, the child can solve a problem and can improve the quality of life in the future. Therefore, stimulation is needed that can develop the creativity of children, one of them through mengguanaan media playdough. In early childhood creativity has not developed well, early childhood has not been smooth in expressing idea idea idea. The purpose of this assessment is to describe the level of early childhood creativity by applying playdough media, differences in early childhood creativity levels before and after applying media playdough. Methods used in this study are classroom action research methods (PTK). The subjects of this study were children aged 4-5 years kober miftahul falah which amounted to 14 children consisting of 9 women and 5 men. The results of this study indicate a positive impact in improving creativity of children by 25.83% based on evaluation results from cycle I and cycle II.Dengan, it can be concluded that the media playdough provide a significant influence. So that can be recommended for teachers to use media playdough can be used as an alternative to develop creativity in children effectively. For schools to be able to facilitate by providing other learning media that can enhance the creativity of young children.
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Pečiuliauskienė, Palmira, and Ilona Valantinaitė. "The Factor in the Technological Creativity of V–VI Formers." Pedagogika 110, no. 2 (June 10, 2013): 72–79. http://dx.doi.org/10.15823/p.2013.1821.
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The article analyses how technological education determines the creativity of 5th–6th formers. Technological education is an integral part of general education. It makes it possible for students to act creatively, to choose flexibly – which is essential for anybody regardless their gender in the constantly changing socio-cultural environment, and to be able to use simple technologies at a user level. The article considers the development of students’ creativity in a systemic approach. Technological education is perceived as a complex of social and educational factors determining students’ creativity.
In a creative society creativity is important in all spheres of activity where creative material becomes the basis for competitive advantage in the economy of the global market. The changes in the development of students’ creativity are conditioned by the fluctuation in educational paradigms, learning environments, general education programmes. Creativity is understood as a complex of personal qualities that manifests itself as an ability to offer new ideas, to think non-stereotypically, to orient oneself quickly in problematic situations, to find original solutions easily, which is determined by talents and interests. A systemic approach to creativity requires a systemic assessment of creativity development factors.
Technological education is an integral part of general education. It originates from the idea of a “working school”, technologies as a school subject, teaching crafts, polytechnic and professional education. Technologies include material and human intellectual resources, scientific and practical knowledge and ways of organizing work. Technological education can be treated as a complex of both educational and social factors that promote students’ creativity.
The method of factor analysis highlighted the following socio-educational factors of 5th–6th formers’ creativity development in technology classes: participation in the activities which are important for the school community; aesthetic activity; communication – cooperation; democratic relations; independent and responsible activity; individual activity; folk art recognition; promotion of activity; group work. Two factors have the most important influence on the development of students’ creativity: participation in the activities which are important for the school community (20.779 percent of dispersion) and participation in aesthetic activity (7.401 percent of dispersion). Nonetheless, the dispersion of social activity is almost three times bigger than that of aesthetic activity.
Students’ creativity in technology classes is mostly determined by social factors. Out of the nine distinguished factors as many as four are of social character and only two (group work, individual work) are of educational character. Two creativity factors are related to aesthetic-artistic activity (aesthetic activity, folk art knowledge).
Technology teachers see the source of creativity in their students’ interests. The tasks that correspond to students’ interests promote creativity. Technology teachers give a positive evaluation of the influence of individual and group work methods on creativity development. Teachers treat group work methods as a means of creating a favorable learning environment which creates “group enjoyment”. However, teachers state that it is impossible to do without individual work in technology classes. Technological tasks have to be performed accurately, with precision. They require a lot of time. Hence competitive methods are not suitable as competition can diminish the quality of work. Teachers think that in technological education both cooperative learning and individual work are important.
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Sukiman, Sukiman, Endah Try Priyatni, and Heri Suwignyo. "The Use of Project Based Learning in Microteaching Courses to Instill Students' Creative Thinking Ability." Jurnal Pedagogi dan Pembelajaran 6, no. 1 (March 15, 2023): 89–97. http://dx.doi.org/10.23887/jp2.v6i1.54540.
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The low creativity of students in the microteaching lecture process is indicated by the fact that many students still need help preparing lesson plans, teaching materials, and student worksheets. In addition, students arrange learning administration based on what is on the internet without any modifications. To overcome these problems, it is necessary to apply the right learning model to increase student creativity. This research aims to develop students' ability to create creative learning administration by utilizing project-based learning models in microteaching courses. This research is a type of qualitative research using a descriptive approach. The research subjects were 30 people, 28 women, and 2 men. Methods of data collection using observation and tests. The instruments used were observation sheets and tests. Data analysis was done with the reduction stages, data presentation, verification, and conclusion. From the results of the data analysis, it was found that the level of student creativity was already at the collaboration level. Students jointly divide tasks in preparing learning administration. It can be seen from the observations that each group makes a list of tasks that must be done. Judging from the work results, students have been able to arrange learning administration creatively. The creativity level of the project results is still at 75%. Several parts still need to be improved, such as learning objectives, materials, and forms of assessment that are outside of basic competencies. However, using project-based learning can instill creativity in students in producing products. Of course, further research is still needed to produce a good project.
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Watt, Sal, and Caroline Wakefield. "Picture It! The use of visual methods in psychology teaching." Psychology Teaching Review 20, no. 1 (2014): 68–77. http://dx.doi.org/10.53841/bpsptr.2014.20.1.68.
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Photo elicitation theoretically located under Creative Analytic Practice was set as an assessment on a taught postgraduate programme. In groups of three to four,30 students acted as both researcher and participant. Group topics were self–selected, each member took five photographs that group members reflected on. Topics chosen were varied and students reflexively critically reported their experience of the method. The power of photo elicitation saw some students engage in a cathartic journey which pedagogically raised concern. This paper reports both the potential and creativity of photo elicitation but also discusses and makes suggestions on how to overcome ethical issues.
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Jung, Hyekyung, Yongsang Lee, and Insuk Kim. "A case study of latent growth curve analysis on creativity of Korean adolescent using SEMtree." Korean Society for Educational Evaluation 35, no. 4 (December 31, 2022): 787–812. http://dx.doi.org/10.31158/jeev.2022.35.4.787.
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As the importance of creativity education is emphasized in a rapidly changing society with the advent of the digital era, empirical data are being collected via creativity assessment and survey along with interest in educational environments and_2 teaching and learning methods to enhance creativity. In this study, an empirical analysis was conducted to identify the trend based on the latent growth model and to explore the related variables for the creativity score of Korean middle school adolescents with the longitudinal secondary data having three data points. By applying the SEMtree method, which is a combination of decision tree techniques and structural equation modeling, the main purpose was to provide practical information to general educators by identifying the characteristics of the model-based recursive method, i.e, SEMtree and exploring the possibility of application to actual educational data.
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Vykhrushch, Anatolii V., Tetiana I. Khvalyboha, Nadiya O. Fedchyshyn, Mariya A. Bagriy, Larysa Ya Fedoniuk, Hanna M. Protsyk, and Solomiia I. Hnatyshyn. "DEVELOPMENT OF MEDICAL STUDENTS CREATIVITY AS A PRIORITY OF MODERN HIGHER EDUCATION." Wiadomości Lekarskie 74, no. 12 (2021): 3204–13. http://dx.doi.org/10.36740/wlek202112115.
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The aim: To present an overview of the problem of creative skills development at the level of higher education, analyse the notions “creativity” and “creative skills”, investigate the main conditions of the creative skills development in medical students of higher educational establishments in Ukraine and abroad. Materials and methods: Experimental verification of the conditions of the medical students creativity development was conducted in the period from 2017 to 2019 academic years within two groups of students: Ukrainian students and foreign students. In the process of the study, the peculiarities of the students’ creativity development were established through surveys and questionnaires. Results: On the basis of an overview of the problem of creative skills development within the context of modern education, the notions “creativity”, “creativeness” have been analysed. The main strategies and methods aimed at the creative skills development in medical students have been investigated. A brief overview of historical development of the problem of creativity in pedagogy of higher education has been suggested. The given paper analyses the main directions of reforming the system of higher education, in the context of which the development of students’ creativity takes place, as well as the methods and techniques aimed at developing the creative skills of the students. Conclusions: The problem of the development of person’s creative abilities involves a number of logical steps: the definition of the essence of this concept, its significance in the process of human development, society’s need in people with creative abilities, retrospective assessment of the problem, importance of educational systems, and the establishment of consistent patterns of the process.
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T. M. Ambarita, Pretti, Sahyar ., and Ridwan A.Sani. "THE INFLUENCE LEARNING MODEL GUIDED INQUIRY AND CREATIVITY ON HIGHER COGNITIVE." Jurnal Pendidikan Fisika 5, no. 2 (December 1, 2016): 106. http://dx.doi.org/10.22611/jpf.v5i2.4408.
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The objective of this research were to produce a lesson plans and worksheets learning instrument design that corresponded to problem based learning models and analyze whether it was can improve student learning outcomes. This research development was done in classroom by using development research methods of Analysis Design Development Implementation and Evaluation (ADDIE). ADDIE method was used as a method for designing a lesson plans and worksheets that corresponded to it. Three stages of development of lesson plans and worksheets such as an assessment by a team of experts, small group, and a field test. Assessment by a team of experts based on theree aspects such as format, content, and language. In small group and field test based on a response of students sheet. The student response sheet contains of teacher's ability to teach. Worksheet assessment based on aspects of the format, content, and language. Assessment of student learning outcomes based on pretest and posttest were analyzed by ngain. The results of development of lesson plans and worksheets were validated by a team of experts on aspects of format, content, and language. The result both of development of lesson plans and worksheets in small group and field test produced good categories. There was an increased student learning outcomes of first to third meeting with categories of low to moderate.
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Lu, Lung-Tan. "Teaching Methods for Entrepreneurship Courses for Students in Taiwan." European Journal of Education and Pedagogy 2, no. 2 (March 29, 2021): 15–17. http://dx.doi.org/10.24018/ejedu.2021.2.2.73.
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This short research article aims to present the teaching entrepreneurial management for undergraduate students in Taiwan with higher power distance and uncertainty avoidance. Teachers and students have to keep distances and wear masks to avoid infection. However, it reduces the passionate of students to communicate and answer questions. Mobile App such as ZUVIO can help teachers and students to cope the situations. Teachers and students in Taiwan with higher power distance and higher uncertainty avoidance prefer to present lectures and ask students to memorize knowledge form textbooks. However, the kinds of teaching methods do not fit entrepreneurship courses, which require creativity and innovation. We used teamwork, project writing, and competition assessment to inspire their creativity and innovation, in order to reduce uncertainty avoidance. Moreover, we use online education software, ZUVIO, for students to vote on the project anonymously with the intention of decreasing power distance. Studies carried out at one university in Taiwan in 2018. Our sample came from around 50 students attended an entrepreneurship course in a university in Taiwan. At the end of the semester, students, mostly from China, Taiwan, Malaysia and Indonesia, students present innovative projects, attend competitions, and receive brilliant awards. We recommend teachers in Asian countries with higher power distance and higher uncertainty avoidance revise teaching methods according to their teaching situation. For instance, most business school teachers use paper-and-pencil tests to assess learning outcomes, but a small number of teachers competition to evaluate performance. It could cause a conflict situation between teachers.
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DeHaan, Robert L. "Teaching Creativity and Inventive Problem Solving in Science." CBE—Life Sciences Education 8, no. 3 (September 2009): 172–81. http://dx.doi.org/10.1187/cbe.08-12-0081.
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Engaging learners in the excitement of science, helping them discover the value of evidence-based reasoning and higher-order cognitive skills, and teaching them to become creative problem solvers have long been goals of science education reformers. But the means to achieve these goals, especially methods to promote creative thinking in scientific problem solving, have not become widely known or used. In this essay, I review the evidence that creativity is not a single hard-to-measure property. The creative process can be explained by reference to increasingly well-understood cognitive skills such as cognitive flexibility and inhibitory control that are widely distributed in the population. I explore the relationship between creativity and the higher-order cognitive skills, review assessment methods, and describe several instructional strategies for enhancing creative problem solving in the college classroom. Evidence suggests that instruction to support the development of creativity requires inquiry-based teaching that includes explicit strategies to promote cognitive flexibility. Students need to be repeatedly reminded and shown how to be creative, to integrate material across subject areas, to question their own assumptions, and to imagine other viewpoints and possibilities. Further research is required to determine whether college students' learning will be enhanced by these measures.
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Indah Khoirrul Mutakin. "PENGEMBANGAN PENILAIAN AUTENTIK MATA PELAJARAN PENDIDIKAN AGAMA ISLAM." As-Salam: Jurnal Studi Hukum Islam & Pendidikan 8, no. 1 (June 28, 2019): 109–24. http://dx.doi.org/10.51226/assalam.v8i1.143.
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This article aims to describe the development of authentic assessment of Islamic Religious Education subjects. Authentic assessment basically focuses on the balance between assessing the competence of attitudes, knowledge, and skills in accordance with the development of student characteristics. The type of research in this article uses qualitative research with field study methods. The results of this study indicate that the obstacles in carrying out authentic assessments lie in the very diverse characteristics of students that make it difficult for teachers to provide assessments, the limited time in conducting assessments related to student activity, there are several aspects that must be assessed thoroughly, and the instruments used are more than one. Teachers can follow up on these obstacles by planning and managing the learning process properly, participating in several training related to assessments based on the 2013 curriculum, seeking information and references related to authentic assessment, and developing self-creativity in order to find new ways to assess students. The positive contribution that is expected from this article is that authentic assessments can be developed in every educational institution to provide quality assessments and are not limited to the cognitive realm.
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Davidavičienė, Vida, Jurgita Raudeliūnienė, and Rima Viršilaitė. "USER EXPERIENCE EVALUATION AND CREATIVITY STIMULATION WITH AUGMENTED REALITY MOBILE APPLICATIONS." Creativity Studies 12, no. 1 (March 15, 2019): 34–48. http://dx.doi.org/10.3846/cs.2019.3576.
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While customer information and knowledge need transform in the context of globalization and technological change, it is important for organizations to efficiently meet new and changing needs and stimulate consumer creativity through the use of augmented reality mobile applications. In order to solve this kind of problem, it is important to evaluate mobile applications with respect to user experience. The purpose of this study is to evaluate alternative research methods for user experience assessment in augmented reality, to determine whether the selected user experience survey method is suitable for augmented reality mobile applications’ evaluation, and to identify features, which would improve augmented reality mobile applications in order to enhance users’ creativity and positive attitude. The article presents the analysis of theoretical aspects of evaluation of augmented reality mobile applications, the concept of the augmented reality, the augmented reality mobile application evaluation results and the recommendations for the user’s creativity stimulation. Research methods such as scientific literature analysis and user experience survey are used to achieve the purpose of the article.
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Liang, Yihe. "Balancing: The Effects of AI Tools in Educational Context." Frontiers in Humanities and Social Sciences 3, no. 8 (August 22, 2023): 7–10. http://dx.doi.org/10.54691/fhss.v3i8.5531.
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The use of AI tools in educational contexts, and particularly in higher education, has been associated with both positive and negative effects. While AI tools can help students with their writing, they can also lead to the loss of creativity and moral issues. To balance the effects of AI tools, this paper presents two solutions. One, universities should adjust their assessment methods to focus on developing students' creativity and critical thinking. Next, the universities should offer AI literacy programs to teach students how to use AI tools properly. By balancing the strengths and weaknesses of AI tools, the humanities can maintain their value in the face of evolving technology.
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Meshkova, N. V., and S. N. Enikolopov. "Creativity and Deviance: The Present State of the Issue in Psychology." Psychology and Law 10, no. 3 (2020): 86–107. http://dx.doi.org/10.17759/psylaw.2020100307.
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Creativity is realised in various types of the criminal and deviant behaviour in almost all the spheres of activity. The interest of psychologists in this phenomenon is growing but the issues of the diagnostics of malevolent creativity (MC), predictors of the realisation of original decisions in the behaviour, and the evaluation and examination of negative creativity (NC) remain unresolved. While the results of the MC harm are clear to both the idea generator and the victim, the results of NC cannot always be assessed and examined due to the absence (or the disguise) of the intent to cause harm. The present article aims at reviewing the results of the research of the relationship between creativity and deviance. We provide a review of the types of deviant behaviour in business, science and everyday life situations and the analysis of its predictors. Based on the analysis of the results of the research of prosocial creativity in various branches of psychology, the authors identify the factors that promote the manifestation and inhibition of the relationship between creativity and deviance, and suggest preventive measures for MC and NC. Predictors of MC and NC, diagnostic methods and problems of expertise are analysed. A refined model of the relationship between creativity and deviance is proposed: the psychological characteristics of the leader and implementers, types of the situations of the MC and NC manifestation are expanded. The following factors are highlighted: a) the resistance to negative innovations; b) the factors that affect the assessment and expertise of both one’s own and other’s creativity and deviance.
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Feiyue, Zhu. "Edutainment Methods in the Learning Process: Quickly, Fun and Satisfying." International Journal of Environment, Engineering and Education 4, no. 1 (April 24, 2022): 19–26. http://dx.doi.org/10.55151/ijeedu.v4i1.41.
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The spirit of edutainment learning is in the learning process that is fun, comfortable, and amazing and is in how the interaction between teachers and students is established with close, friendly, and harmonious communication like friends. That way students do not feel restricted, afraid and can interact freely and happily. The purpose of this study was to determine the effectiveness of the edutainment approach to learning. The research location is at the Tourism Middle School Academy in Makassar, Indonesia with a sample size of 31 students. The research process through Classroom Action Research (CAR) was carried out for one semester. The results of the evaluation show that through the edutainment approach, students prefer to learn more, and student achievement in learning has increased as seen from the percentage of success achieved reaching 57 percent, previously only 23 percent for learning to write and learning to read, the percentage of success was up to 62 percent previously 25 percent. The Edutainment approach is a variation in learning strategies that convey subject matter by combining question and answer methods with fun and creativity. The assessment of students must be more flexible, there must be variations in the assessment, for example, with written evaluations, singing and speaking.
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De Caroli, Maria Elvira, Orazio Licciardello, Elisabetta Sagone, and Claudia Castiglione. "Methods to Measure the Extent to which Teachers’ Points of View Influence Creativity and Factors of Creative Personality: A Study with Italian Pupils." Key Engineering Materials 437 (May 2010): 535–39. http://dx.doi.org/10.4028/www.scientific.net/kem.437.535.
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The aim of the present research was to verify, in a sample of Italian pupils (aged 13-14) and their teachers, whether pupils’ divergent thinking and creative personality were affected by social attitudes expressed by teachers towards thought and creative personality. The Williams’ Test of Creative Thinking and Test of Creative Personality were used to explore creativity and creative personality in pupils; the Williams’ Scale of Assessment of creative performance and rating scales regarding definition and nature of creativity were employed for analyzing teachers’ social attitudes. The results showed that teachers of artistic subjects evaluated pupils as more divergent compared to teachers of foreign languages; teachers of maths and technology, compared to the others, assessed their pupils as less creative in personality. Social attitudes expressed by teachers seemed to affect curiosity and willingness of pupils to take risks. No relationship between social attitudes exhibited by teachers and pupils’ divergent thinking was found. In future research in different school environments and levels of age of pupils will be analyzed to further develop the topics of the present study.
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Pentury, Helda Jolanda, Itsar Bolo Rangka, and Anastasia Dewi Anggraeni. "Peningkatan Kemampuan Pedagogik Guru dalam Pembelajaran Daring melalui Penerapan Kuis Interaktif Daring." Jurnal Surya Masyarakat 3, no. 2 (May 20, 2021): 109. http://dx.doi.org/10.26714/jsm.3.2.2021.109-114.
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Learning from Home (BDR) in network (online) and offline (offline) is indeed a challenge for teachers in its application. Inaccurate and non-varied learning methods are problems that teachers often face, especially in online learning. Teachers also have to learn to be more creative in choosing learning media so that their students don't feel bored. Online learning can run well, be effective and fun it requires motivation and also creativity in these learning activities. Creativity is important because creativity is one of the factors that influence success in learning. If teachers are motivated and creative, they will improve their pedagogic ability well to achieve learning goals. The activity, which is carried out in the form of a webinar and workshop online for elementary and middle school teachers, increases the role of teachers professionally in intellectual, pedagogical, and creativity which can help develop the learning process given. The results of this activity are increasing teachers’ pedagogic competences in the selection and use of creative, varieties, and interactive. So, applying online interactive quizzes become solutions in increasing teachers’ pedagogic competence in learning and assessment, project or performance.
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Amali, Leila Nurul, Dwi Anggani Linggar Bharati, and Fahrur Rozi. "The Implementation of High Order Thinking Skills (HOTS) Assessment to Evaluate the Students’ Reading Comprehension Achievement." English Education Journal 12, no. 1 (March 15, 2022): 10–18. http://dx.doi.org/10.15294/eej.v12i1.52571.
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HOTS promote the idea of assessing students’ critical thinking, creativity, and problem-solving. However, many teachers claimed to have difficulties in designing questions and implementing them in teaching and learning process. The present study aimed to explain how teachers perceive, implement, and assess HOTS assessment in teaching reading comprehension. It employed an exploratory sequential design. Using the purposive sampling technique, two English teachers from SMA N 1 Pati were involved. The data were gathered through semi-structured interviews, document analysis, classroom observations, and tests. This study reveals that the teachers had a good perception of HOTS assessment in terms of concept and implementation. They implemented HOTS assessment using appropriate strategies and methods in teaching reading comprehension. In addition, the teachers designed the proper assessment using HOTS assessment in assessing reading comprehension. The students’ achievement also had achieved the required score in reading comprehension. All the results aligned with teachers’ perceptions, implementations, assessments, and students’ achievement. Although the teachers had exemplary performance, they still met difficulties due to students’ needs and motivation. Therefore, it was expected for further research to conduct more detailed research in a long time to collect more valid and complete information about HOTS assessment.
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Wang, Haixia, and Mingliang Zhang. "Teaching Reform of Environmental Impact Assessment Course Focusing on Practical Ability Training." BCP Education & Psychology 3 (November 2, 2021): 57–60. http://dx.doi.org/10.54691/bcpep.v3i.11.
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The environmental impact assessment course is a comprehensive and practical course for environmental science and engineering major. Environmental impact assessment is also an important employment direction for environmental science and engineering students after graduation. Continuous research on the teaching reform of this course is necessary for cultivating talents with strong creativity and practical ability. Based on the analysis of the current situation of the course teaching, it is proposed to update content of course, appropriately increase class hours, highlight the case-based practice teaching, clarify the teaching goals, highlight the direction of employment (environmental impact assessment engineers), focus on cultivating application and innovation capabilities, reform achievement assessment methods and other corresponding measures and solutions.
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Дубина, Игорь, Igor Dubina, Дарья Демидова, and Dariya Demidova. "Methods and Tools for the Assessment of an Organizational Climate for Creative and Innovative Activity of Firms." Bulletin of Kemerovo State University. Series: Political, Sociological and Economic sciences 4, no. 2 (September 4, 2019): 184–90. http://dx.doi.org/10.21603/2500-3372-2019-4-2-184-190.
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This paper reviews foreign methods for assessing an organizational climate, i.e. a complex of organizational, managerial, economic, socio-psychological, and other conditions. Organizational climate affects staff creativity and organizational innovation. The authors propose methods and tools for assessing the creative and innovative climate of Russian organizations. The methods can become an important element of systemic and regular monitoring of the organizational climate and its improvement. The survey of respondents (employees) was performed on the Google Forms platform; data processing and presentation of the results were performed with the help of Google Tables tools. The proposed methodology makes it possible to check the reliability and accuracy of the results. It offers a set of rules for automatic conclusions about the state of organizational climate based on the data obtained from interviewing the staff. The proposed methods and instruments may be put into practice of organizations in order to obtain reliable estimates of their organizational climate.
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Nasrullah, Harun, Endah Sarah Wanty, and Arief Wibowo. "Prediction of Feasibility of Entrepreneurial Proposals in Student Creativity Program." JOURNAL OF INFORMATICS AND TELECOMMUNICATION ENGINEERING 6, no. 1 (July 21, 2022): 113–25. http://dx.doi.org/10.31289/jite.v6i1.7253.
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Student Creativity Program is a program organized by the Directorate of Learning and Student Affairs, Directorate General of Higher Education, Research, and Technology, Ministry of Education, Culture, Research and Technology as a national level student creativity event as an effort to grow, accommodate, and realize students' creative and innovative ideas. Based on 2017-2021 data, each year an average of 63,337 proposals are received, administrative and substance evaluations involve complex assessment components and are carried out manually so that it takes a relatively long time in the calculation process. Then a special method is needed that speeds up the processing of assessment data. This research was conducted on the substance of the Entrepreneurship Sector to predict the feasibility of a proposal to get funding applying data mining with the Naive Bayes Classifier (NBC) and K-Nearest Neighbor (K-NN) algorithms with a comparison between Euclidean Distance and Manhattan Distance. From the results, it is known that NBC produces 96.49% accuracy and 0.912 Kappa. K-NN with the largest Euclidean Distance calculation in K-5, K-7 and K9 with an accuracy of 99.04% and Kappa 0.975, K-NN Manhattan Distance calculation produces the greatest accuracy of all the methods used by researchers, namely 100% and Kappa 1,00 categorized as Excellent. So the conclution is that the K-NN method with K-5 which produces the greatest accuracy and Kappa can be recommended to PKM stakeholders in funding feasibility algorithms.
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Shafiyeva, Ulker. "Assessing Students’ Minds: Developing Critical Thinking or Fitting into Procrustean Bed." European Journal of Education 4, no. 2 (October 1, 2021): 79. http://dx.doi.org/10.26417/452bxv17s.
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Standardized tests have been applied as student knowledge assessment in many countries, including Azerbaijan. However, studies have shown that standardized tests are not an effective way of measuring students' knowledge because they limit students' creativity and prevent instructors from applying individual teaching methods due to the pressure of passing the tests. The tests do not consider students with different learning abilities and treat them equally, which may not favor some students. Also, teachers are pressured to ensure their students pass the tests, leading to an excessive focus on the topics likely to be set rather than the whole curriculum. The study recommends implementing different assessment methods with no ranking to ensure that students do not memorize for passing tests, eliminate competition, and promote equality in the education sector. The assessment methods should allow students to debate, compare and analyze ideas through critical thinking, inquiring, and understanding for applying the learned knowledge into real life. Thus, the importance of an inquiry-based curriculum and assessment is stressed.
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Kostiukevych, Viktor, Nataliia Lazarenko, Stanislav Konnov, Tetiana Vozniuk, Oksana Shynkaruk, Inna Asauliuk, Natalia Shchepotina, Serhii Voitenko, and Nataliia Svirshchuk. "Integral Assessment of the Technical and Tactical Activity of a Highly Qualified Football Team." Physical Education Theory and Methodology 22, no. 3s (November 30, 2022): S85—S93. http://dx.doi.org/10.17309/tmfv.2022.3s.12.
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The study purpose was to carry out a comparative analysis of special indicators of the integral assessment of the technical and tactical football activity of the national team of Ukraine and national teams of various European countries.
Materials and methods. The study included pedagogical observation and video recording of the competitive activity of highly qualified football players of the national team of Ukraine and national teams of European countries within the framework of the 2021 (2020) European Football Championship. In total, the Ukrainian team played 5 matches at the European Championship. The integral assessment reflects the quantitative (coefficients of intensity, mobility, aggressiveness) and qualitative (coefficients of effectiveness, efficiency of single combat, creativity) indicators of the technical and tactical activity of the football team.
Results. In the course of the European Football Championship, the average value of the integral assessment of the technical and tactical activity of the Ukrainian team was 5.34±0.24 points, which was not statistically different (p=0.875) from the indicator of the rival national teams, i.e. 5.36±0.31 points. In the national team of Ukraine, in relation to the European champion of the national team of Italy, lower indicators were observed not only for the integral assessment – by 1.09 points (16.6%), but also for almost all specific indicators: for intensity coefficient – by 0.36 points (26.9%), for mobility coefficient – by 0.49 points (21.6%), for aggressiveness coefficient – by 0.14 points (15.5%), for effectiveness coefficient – by 0.02 points (2.3%), for creativity coefficient – by 0.12 points (25.0%).
Conclusions. The developed integrated assessment of the technical and tactical activity of a football team comprises six special coefficients: intensity coefficient, mobility coefficient, aggressiveness coefficient, effectiveness coefficient, coefficient of efficiency of single combat, and creativity coefficient. The established values of the specific coefficients of the integral assessment of the technical and tactical activity of the national football team of Ukraine can be considered as models and be the basis for correcting the training and competition processes.
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Ibragimova, R. S., and D. S. Golovkin. "Foresight-Technology Transformation for Textile Industry Future Assessment." SHS Web of Conferences 62 (2019): 03006. http://dx.doi.org/10.1051/shsconf/20196203006.
Full textAbstract:
This article deals with the problem of improving the tools of long-term planning for industries sustainable development in a turbulent environment and in accordance with the challenges of the fourth industrial revolution. The main objective of the study is to create the strategic management methods, providing the economic potential growth and competitiveness in global markets. The authors propose a methodological approach to assessing the economic potential of the textile industry, based on the integration of the economic potential concept and Foresight-technologies. The Foresight study vectors are selected for the formation a holistic image of the desired future and for determination ways to achieve it. For each vector, a set of tools was proposed according to such key research criteria as expertise, creativity, interaction, evidence. Strategic directions for textile industry development in modern conditions were determined on the basis of Foresight studies.
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Novikova, Irina A., Nadezhda S. Berisha, Alexey L. Novikov, and Dmitriy A. Shlyakhta. "Creativity and Personality Traits as Foreign Language Acquisition Predictors in University Linguistics Students." Behavioral Sciences 10, no. 1 (January 15, 2020): 35. http://dx.doi.org/10.3390/bs10010035.
Full textAbstract:
Foreign (second) language (FL/SL) proficiency is one of the most important competencies for a modern person, and is necessary for both professional and personal fulfillment. The purpose of this study is to consider and compare personality traits and creativity as predictors of success in foreign language acquisition (FLA). The sample includes 128 (105 female and 23 male) first- and second-year university linguistics students. Creativity is measured by the Abbreviated Torrance Test for Adults (ATTA). The FFM personality traits are measured by the Russian NEO Five-Factor Inventory adaptation by S. Biryukov and M. Bodunov. To assess the level of FL proficiency, we used a traditional academic achievement indicator (the semester’s final grades in English), as well as the English teachers’ assessment of the level of language proficiency of their students according to the “Foreign Language Proficiency Scale” (10 indicators and total score). Descriptive statistics methods and a multiple regression analysis were used to process the data in the R software environment, version 3.5.2. The findings of our research showed that creativity indicators have a stronger but contradictory impact on the level of FL proficiency compared to personality traits. We suggest that teachers, most likely, lack knowledge on the manifestations of student creativity in the process of FL learning.