Abstract
Creativity is a central trait of giftedness, making the assessment of creativity an essential endeavor. A socio-cultural perspective takes into account all aspects of the social environment in which creative products emerge and underscores the necessity of considering these aspects when assessing such products. Regarding gifted classroom as a socio-cultural context, this study aims to introduce a systemic approach to evaluating creativity in designs created by gifted students, considering the multimodal discourse practices within the classroom. A qualitative descriptive method was employed, involving 16 fifth-grade gifted students in the study. Data were collected through participant design of artifacts and analyzed using multimodal and semiotic richness analysis. The results indicate that the analyzed texts are predominantly rich in semiotic aspects and demonstrate the effectiveness of the evaluation tool in assessing creativity in designs based on the discourse nature of the gifted students' science classroom.
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