Performance Assessment: Is Creative Thinking Necessary?

✍ Scribed by MUHAMMAD SHAHRIN; KOK-AUN TOH; BOON-TIONG HO; JESSIE WONG

• Publisher: Creative Education Foundation
• Year: 2002
• Tongue: English
• Weight: 84 KB
• Volume: 36
• Category: Article
• ISSN: 0022-0175
• DOI: 10.1002/j.2162-6057.2002.tb01057.x

✦ Synopsis

The study examined the relationship between creative thinking ability of 13 to 14‐year old female students and their ability in tackling problem solving situations in the science laboratory. The latter has been variously labeled as hands‐on problem‐solving tasks, scientific investigations, and performance assessment. No tutoring or guidance concerning how to solve the problem was provided. The scientific concepts embedded in the tasks are within the scope of the 13 to 14‐year old students, but the setting for the tasks are novel and not likely to be dealt with by their class teacher during the course of instruction. The solution process for these tasks is likely to involve the following components: preliminary trialing, planning, performing, communicating, interpreting and reflecting on the task to provide feedback for further refinement of the task (Department of Education & Science, U.K., 1987; Toh, 1990). The paper looks into the correlation of creative thinking ability and each of the six performance components, as well as the overall performance.