EVALUATION OF CREATIVITY IN SCHOOL SETTING

Violeta Arnaudova, Slavica Maksich

Abstract


The paper is deveted ti the evaluation of creativity in school
setting. Students and teachers are confronted with high demands concerning
creativity, but in school practice there is no support for
achieving this goal to greater extent. Some possible reasons are difficulties
in measurement of creative potential that is supposed to be reside
to anyone, that is developing in the period of childhood nad youth,
and that is going to be realized in adulthood trough creative products of
larger social relevance. Tests of creativity show low validity and reliability,
indicators of creativity are domain dependant, and criteria for
estimation of creative products are vague. Researchers have dilemma
concerning test application, but stil they do not give up of further work
on creativity measuring. Contribution of qualitative approach to creativity
points out that it offers other kind of information which completes
the picture of creativity process, but it is less operative and more complex
for application in school practice. The solution is found in expanding
conception of creativity toward defining creative processes involved
in the construction of personal knowledge and understanding
such as one type of creativity different of little (everyday) and big (eminent)
creativity. If creativity is the novel and personally meaningful interpretation
of experiences, actions, and events, then the perspective for
evaluation of creative potential is the observation of learning and
looking for creative approach to the knowledge.


Key words: CREATIVITY, EVALUATION, QUANTITATIVE
AND QUALITATIVE METHODS, LEARNING


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