CONCEPTUAL ANALYSIS article
Front. Psychol.
Sec. Cognition
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1545396
This article is part of the Research TopicCreativity and Creativity Awareness: New DirectionsView all 5 articles
A New Perspective on Scoring Children’s Originality: A Standards-based Criterion-Referenced Assessment Approach
Provisionally accepted
- 1University of Georgia, Athens, United States
- 2University of Arizona, Tucson, Arizona, United States
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In this paper, we proposed and discussed the use of a standards-based criterion-referenced assessment (CRA) approach in scoring originality with a specific focus on teaching for creativity. Throughout the paper, we supported our perspective with examples, particularly addressing evidence-based educational models that were designed to develop students' ability to solve real problems in creative and effective ways in different domains. Given the importance of using proper assessment methods in fostering and monitoring learning, we believe such an approach might have significant implications for teaching practices and future research.
Keywords: Teaching for creativity, originality, creativity, Standards-based assessment, Measurement of Originality, Criterion-referenced Assessment (CRA), measurement of creativity
Received: 14 Dec 2024; Accepted: 28 May 2025.
Copyright: © 2025 Bahar and June Maker. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Kadir Bahar, University of Georgia, Athens, United States
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