A Critical Review of Assessments of Creativity in Education

Autor/inn/en	Long, Haiying; Kerr, Barbara A.; Emler, Trina E.; Birdnow, Max
Titel	A Critical Review of Assessments of Creativity in Education
Quelle	In: Review of Research in Education, 46 (2022) 1, S.288-323 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Long, Haiying)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-732X
DOI	10.3102/0091732X221084326
Schlagwörter	Creativity; Evaluation; Educational History; Educational Research; Tests; Questionnaires; Evaluation Methods; Educational Experience; Educational Change; Elementary Secondary Education; Higher Education; Rating Scales; Ethnicity; Race; Social Class; Sex + Suchen Sie Ihr Suchwort? Kreativität; Evaluierung; History of education; Bildungsgeschichte; Bildungsforschung; Pädagogische Forschung; Examination; Prüfung; Examen; Fragebogen; Bildungserfahrung; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Rating-Skala; Ethnizität; Rasse; Abstammung; Social classes; Soziale Klasse; Geschlecht; Geschlechtsverkehr
Abstract	This chapter provides a systematic, synthesizing, and critical review of the literature related to assessments of creativity in education from historical, theoretical, empirical, and practical standpoints. We examined the assessments used in the articles focusing on education that are published from January 2010 to May 2021 in eight creativity, psychological, and educational journals. We found that the assessments of creativity in education are split between psychological and education research and have increased international participation. Additionally, these assessments are more general than specific and focus more on cognitive than noncognitive aspects. Like previous reviews of assessments of creativity in general, this review showed that creativity in education is still mainly assessed by divergent thinking or creativity tests, self-report questionnaires, and product-based subjective techniques. We analyzed the benefits and drawbacks of each approach and highlighted many innovations in the assessment. We further discussed how the major assessment approaches address race, ethnicity, class, and gender issues in education. We concluded the review with recommendations for how to better assess creativity in education and how assessments of creativity in education contribute to our understanding of the creative educational experience and democratizing education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01