Exploring the instructions and evaluation methods for improving creative thinking competency

Abstract

The purposes of this study were confirmed the student's creative thinking competency profile and the instructions and evaluation methods that affect the profile. LPA was performed using divergent thinking, creative flexibility, curiosity and adventure, and inquiry as index variables, and the degree of individualization, interaction, and students' classroom engagement was used as the instruction method, and process fortified assessment and evaluation feedback were used as evaluation methods. For the analysis, the 6th year of the Korean Education Longitudinal Study 2013 were used. As a result of the study, first, creative thinking competency was classified into three latent profiles. Second, individualization was an influential variable that differentiated the ‘higher competency’ profile. Third, interaction did not affect creative thinking competency profile differentiation. Fourth, students' classroom engagement was the most important variable affecting the differentiation of all profiles. Fifth, process fortified assessment differentiated the ‘general competency’ and ‘higher competency’ profiles. Sixth, evaluation feedback affected the differentiation of all profiles. In order to improve creative thinking competency, it is necessary to create an environment that can foster learners' activeness and initiative attitude for student engagement classes. In addition, it should support process fortified assessment and evaluation feedback that can check the process as well as the result of learning.