Exploring creativity in mathematics assessment: An analysis of standardized tests

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity Pub Date : 2024-09-25 DOI:10.1016/j.tsc.2024.101652

Ali Bicer , Tugce Aldemir , Geoff Krall , Fay Quiroz , Scott Chamberlin , Jana L. Nelson , Yujin Lee , Hyunkyung Kwon

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引用次数: 0

Abstract

This paper aims to investigate whether US standardized tests provide opportunities for students to demonstrate their creative thinking abilities through the inclusion of creativity-directed problems in their mathematics assessments. Our results indicated that two commonly used standardized national tests (i.e., PARCC and SBAC) do offer students some opportunities to exhibit their creative thinking skills by incorporating creativity-directed problems (e.g., multiple solution tasks) in their assessments. However, not all creativity-directed tasks are present at every grade level. The findings of this paper are significant not only because they reveal the potential of these tests to include creativity-directed tasks but also because they underscore the importance of assessment materials in fostering students’ creative thinking skills in mathematics, as assessments significantly influence teachers’ instructional practices and curriculum materials.

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探索数学评估中的创造性：标准化测试分析

本文旨在研究美国标准化测试是否通过在数学评估中加入创造性导向问题，为学生提供展示其创造性思维能力的机会。我们的研究结果表明，两种常用的全国性标准化测试（即 PARCC 和 SBAC）确实通过在评估中纳入创造性导向问题（如一题多解任务），为学生提供了一些展示其创造性思维能力的机会。然而，并不是每个年级都有以创造力为导向的任务。本文的研究结果意义重大，不仅因为它们揭示了这些测试包含创造性导向任务的潜力，还因为它们强调了评估材料在培养学生数学创造性思维能力方面的重要性，因为评估对教师的教学实践和课程材料有着重要的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Thinking Skills and Creativity EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.40

自引率

16.20%

发文量

172

审稿时长

76 days

期刊介绍： Thinking Skills and Creativity is a new journal providing a peer-reviewed forum for communication and debate for the community of researchers interested in teaching for thinking and creativity. Papers may represent a variety of theoretical perspectives and methodological approaches and may relate to any age level in a diversity of settings: formal and informal, education and work-based.