Constraining Creativity: Analyzing [the] PISA Creative Thinking Assessment

• In Event: AERA Poster Session Wednesday 7:45am
  In Poster Session: Division H: Graduate Student Research Grant Awardees

Abstract

Using data from the Programme for International Student Assessment (PISA), and grounded in Rhodes' 4Ps model (Rhodes, 1961), this study investigates the impact of task structure and time limits on creativity assessments to identify effective methods for assessing different aspects of student creativity. The primary objective is to test the hypothesis that test structure and time limits influence the level of convergent thinking involved in the PISA Creative Thinking Assessment. The analyses will compare correlations between the PISA Creative Thinking Assessment scores and PISA academic achievement scores. This study is significant because by examining how task structure influences test outcomes, researchers can develop more accurate and comprehensive assessments.  

Author

• Yuyang Shen, University of North Texas