Abstract
In today’s society, creativity plays a key role, emphasizing the importance of its development in K-12 education. Computing education may be an alternative for students to extend their creativity by solving problems and creating computational artifacts. Yet, there is little systematic evidence available to support this claim, also due to the lack of assessment models. This article presents SCORE, a model for the assessment of creativity in the context of computing education in K-12. Based on a mapping study, the model and a self-assessment questionnaire are systematically developed. The evaluation, based on 76 responses from K-12 students, indicates a high internal reliability (Cronbach’s alpha = 0.961) and confirmed the validity of the instrument suggesting only the exclusion of 3 items that do not seem to be measuring the concept. As such, the model represents a first step aiming at the systematic improvement of teaching creativity as part of computing education.
Highlights
Creativity plays a key role in all areas and, together with critical thinking and problem-solving, it is considered one of the main 21st century skills (Voogt and Roblin, 2012)
Multiple choice 4-point Likert scale 5-point Likert scale 5-point Likert scale 10-point Likert scale, multiple-choice, open questions 5-point ordinal scale 5-point Likert scale 5-point ordinal scale 6-point Likert scale 5-point Likert scale. These results indicate some generic models for assessing creativity, there are still none available in the context of computing education in K-12, especially when focusing on elementary and middle school
This article presents a model for the self-assessment of creativity in the context of computing education in K-12
Summary
Creativity plays a key role in all areas and, together with critical thinking and problem-solving, it is considered one of the main 21st century skills (Voogt and Roblin, 2012). Many curricula around the world, mention creativity explicitly as the desired outcome (P21, 2020; Voogt and Roblin, 2012). Creativity can be understood and defined in different ways depending on the context (Mellini et al, 2010). It can depend on the culture, the person’s knowledge, and idiosyncratic skills, so that different communities may have different notions of creativity (Amabile, 1982; Said-Metwaly et al, 2017).
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