Imagine: Design for Creative Thinking, Learning, and Assessment in Schools.

Yigal Rosen,Vanessa Simmering,Kristin Stoeffler

doi:10.3390/jintelligence8020016

Abstract

Although not generally included in classroom activities of the past, cultivating creative thinking is considered one of the core strands in future-focused learning in schools. Learning focused on creative thinking is uncommon in school, mainly due to a lack of consensus on the definition of the creative thinking competency and a lack of effective methods designed for curriculum-embedded implementations of creative thinking learning and assessment in classrooms. This paper describes the development of a framework for formative assessments of creative thinking frameworks and provides considerations for the design of technology-enhanced learning and assessment in support of creative thinking competency in students. Task models described in the paper aimed to cultivate creative thinking and elicit evidence on competency development in students. Future directions for the development and validation of learning and assessment approaches are discussed.

Highlights

Cross-cutting higher-order skills, such as creative thinking, transforms lives and drive economies.Creative thinking stands out among the thinking skills due to its increasing importance in the labor market and personal and civic life, and the challenges associated with cultivating creative thinking in schools (Beghetto 2010; Bughin et al 2018; Grigorenko 2019; Lucas and Spencer 2017; World EconomicForum 2019)
Creative thinking was highlighted as a critical component of the transformative competencies by the OECD’s Education 2030 initiative (OECD 2018); the trends established by the OECD Centre for Educational Research and Innovation (Vincent-Lancrin et al 2019); and the essential role of creative thinking in achieving many of the seventeen Sustainable Development
Attempts to achieve this type of definition and measurement at scale have been limited, and the most notable work in this space has been achieved through the development of a Creative Thinking Framework and Assessment by the OECD for Programme for International Student Assessment (PISA) 2021 (OECD 2019)

Summary

Introduction

Cross-cutting higher-order skills, such as creative thinking, transforms lives and drive economies.Creative thinking stands out among the thinking skills due to its increasing importance in the labor market and personal and civic life, and the challenges associated with cultivating creative thinking in schools (Beghetto 2010; Bughin et al 2018; Grigorenko 2019; Lucas and Spencer 2017; World EconomicForum 2019). Creative thinking was highlighted as a critical component of the transformative competencies by the OECD’s Education 2030 initiative (OECD 2018); the trends established by the OECD Centre for Educational Research and Innovation (Vincent-Lancrin et al 2019); and the essential role of creative thinking in achieving many of the seventeen Sustainable Development. The development of an assessment to measure creative thinking requires the ability to parse and define and measure the essential competencies and processes required for creative thinking. Attempts to achieve this type of definition and measurement at scale have been limited, and the most notable work in this space has been achieved through the development of a Creative Thinking Framework and Assessment by the OECD for PISA 2021 (OECD 2019). We describe development of the research-based competency model; considerations for the design of technology-enhanced learning and assessment tasks; and specific task models that can support the necessary cognitive and affective

Objectives

Methods

Conclusion