PISA 2022 Creative Thinking Assessment: Opportunities, Challenges, and Cautions.
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| Title: | PISA 2022 Creative Thinking Assessment: Opportunities, Challenges, and Cautions. |
|---|---|
| Authors: | Barbot, Baptiste1,2 (AUTHOR) baptiste.barbot@uclouvain.be, Kaufman, James C.3 (AUTHOR) |
| Source: | Journal of Creative Behavior. Feb2025, Vol. 59 Issue 1, p1-8. 8p. |
| Subject Terms: | *Maturation (Psychology), *Cognitive testing, *Core competencies, *Divergent thinking, *Creative thinking, Domain specificity, Secondary analysis |
| Company/Entity: | Programme for International Student Assessment |
| Abstract: | The OECD's PISA program assesses 15‐year‐old students globally in key competencies every 3 years, providing influential data on education quality and spurring policy debates. In the latest cycle, the innovation domain focused on creative thinking, assessing over 140,000 students across 60+ countries, in the largest study of adolescent creativity to date. This innovation domain included a cognitive test covering multiple creative thinking processes (generating creative ideas, generating diverse ideas, and evaluating/improving ideas) and creativity domains (written expression, visual expression, social problem‐solving, and scientific problem‐solving), as well as an extensive survey on factors influencing creativity (such as openness, creative self‐efficacy, or growth mindset). While this dataset offers unprecedented research opportunities due to its scale and international scope, challenges arise from its aggregated scoring and complex sampling design. Missteps in using this data in secondary analyses could lead to fragmented and inconsistent findings. This paper provides an overview of the PISA 2022 creative thinking assessment's framework, methods, and findings, highlighting both the potential and the caution needed for impactful creativity research. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Creative Behavior is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 183602016 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: PISA 2022 Creative Thinking Assessment: Opportunities, Challenges, and Cautions. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Barbot%2C+Baptiste%22">Barbot, Baptiste</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> baptiste.barbot@uclouvain.be</i><br /><searchLink fieldCode="AR" term="%22Kaufman%2C+James+C%2E%22">Kaufman, James C.</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Creative+Behavior%22">Journal of Creative Behavior</searchLink>. Feb2025, Vol. 59 Issue 1, p1-8. 8p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Maturation+%28Psychology%29%22">Maturation (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+testing%22">Cognitive testing</searchLink><br />*<searchLink fieldCode="DE" term="%22Core+competencies%22">Core competencies</searchLink><br />*<searchLink fieldCode="DE" term="%22Divergent+thinking%22">Divergent thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Creative+thinking%22">Creative thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Domain+specificity%22">Domain specificity</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+analysis%22">Secondary analysis</searchLink> – Name: SubjectCompany Label: Company/Entity Group: Su Data: <searchLink fieldCode="DE" term="%22Programme+for+International+Student+Assessment%22">Programme for International Student Assessment</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The OECD's PISA program assesses 15‐year‐old students globally in key competencies every 3 years, providing influential data on education quality and spurring policy debates. In the latest cycle, the innovation domain focused on creative thinking, assessing over 140,000 students across 60+ countries, in the largest study of adolescent creativity to date. This innovation domain included a cognitive test covering multiple creative thinking processes (generating creative ideas, generating diverse ideas, and evaluating/improving ideas) and creativity domains (written expression, visual expression, social problem‐solving, and scientific problem‐solving), as well as an extensive survey on factors influencing creativity (such as openness, creative self‐efficacy, or growth mindset). While this dataset offers unprecedented research opportunities due to its scale and international scope, challenges arise from its aggregated scoring and complex sampling design. Missteps in using this data in secondary analyses could lead to fragmented and inconsistent findings. This paper provides an overview of the PISA 2022 creative thinking assessment's framework, methods, and findings, highlighting both the potential and the caution needed for impactful creativity research. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Creative Behavior is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=183602016 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/jocb.70003 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 1 Subjects: – SubjectFull: Maturation (Psychology) Type: general – SubjectFull: Cognitive testing Type: general – SubjectFull: Core competencies Type: general – SubjectFull: Divergent thinking Type: general – SubjectFull: Creative thinking Type: general – SubjectFull: Domain specificity Type: general – SubjectFull: Secondary analysis Type: general – SubjectFull: Programme for International Student Assessment Type: general Titles: – TitleFull: PISA 2022 Creative Thinking Assessment: Opportunities, Challenges, and Cautions. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Barbot, Baptiste – PersonEntity: Name: NameFull: Kaufman, James C. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 00220175 Numbering: – Type: volume Value: 59 – Type: issue Value: 1 Titles: – TitleFull: Journal of Creative Behavior Type: main |
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