OECD CERI Project on Measuring Creativity and Critical Thinking Development (2015-2017)

Products produced by the project

1. Toolkit The PISA team measures competences in four domains (mathematics, science, visual arts, music) and links them to creativity and critical thinking in these domains. The choice of domains was optional for countries, and Hungary chose mathematics as the domain in which they have the most experience through their creativity development program. In addition to the four competency domains and the tools measuring creativity and critical thinking in these domains, background questionnaires were also developed, on the one hand, regarding students’ attitudes towards the given domain, and on the other hand, regarding the functioning of the given school. Teacher questionnaires were also developed, as well as qualitative measurement tools (interview designs, focus group guidelines, and classroom observation tools), the latter being one of the added values provided by the Hungarian research team to the project. These measuring instruments have all been completed and are being tested continuously throughout the project.

2. Pedagogical methodology program package, teacher training background material, and training material for teachers. Along with the conceptual framework (so-called rubric), sample tasks that teachers can easily test have been developed, as well as a guide (in the form of training material) that enables teachers to create their tasks based on the rubric. To support this work, the first version of teacher training background material has also been developed. This will be finalized, and the final training material will be produced on this basis during the second year.

3. Development of a formative assessment tool. Based on the conceptual framework of the rubric, a system is being developed that enables teachers to continuously monitor their creativity and critical thinking development activities and students’ development in this direction during their classroom work. Using a measuring tool containing tasks that fit into the conceptual framework, teacher assessment would take place six times a year in classrooms, in the second year of the project.

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