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Creating task-specific creativity assessment tools.
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Type
Article
Citation
Lee, H. L., & Tan, A.-L. (2025). Creating task-specific creativity assessment tools. STEM Education, 5(2), 187–206. https://doi.org/10.3934/steme.2025010
Abstract
Development of creativity is one of the desired outcomes of integrated STEM learning and can serve as an indicator of high-quality education. Reliable evaluation of creativity can serve as an indicator of the success of integrated STEM learning. Current methods of creativity assessment such as the Torrance Test of Creativity (TTCT) have limitations as they are domain-generic and may not accurately reflect creativity valued by specific domains. Furthermore, creativity has been argued to be a dynamic phenomenon, which tests such as the TTCT fail to measure accurately. To consider disciplinary peculiarities, this study examined the value of considering disciplinary epistemic practices and task requirements in evaluating creativity. We adapted the Scientific Creativity Test (SCT) by incorporating elements that are more domain- and task-specific to vertical farming integrated STEM learning and trialed it with pre-service teachers. To measure changes in creativity over time, behavior of pre-service teachers when they are engaged with the integrated STEM activity was monitored through video recordings. Scoring of the adapted SCT revealed a decrease in creativity, but low sample size and "memory" effects meant that no meaningful conclusions were drawn. Behaviors during the integrated STEM learning associated with higher creativity were identified. Findings suggested that the two creativity assessment tools are not substitutable but are complementary—the SCT is suited as an easy-to-administer assessment for a larger number of students, while monitoring behavior of students during integrated STEM learning is suited for smaller groups and can shed light on more aspects of the student's creativity. Recommendations for future studies on the SCT and behavior-monitoring were made.
Date Issued
2025
Publisher
AIMS Presss
Journal
STEM Education
Description
The open access publication is available at https://doi.org/10.3934/steme.2025010
Project
OER 24/19 TAL
Funding Agency
Ministry of Education, Singapore