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Methodological Reflections on PISA'S Creative Thinking Assessment.

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Title: Methodological Reflections on PISA'S Creative Thinking Assessment.
Authors: Rutkowski, Leslie1 (AUTHOR) lrutkows@iu.edu, Rutkowski, David1 (AUTHOR)
Source: Journal of Creative Behavior. Jun2025, Vol. 59 Issue 2, p1-8. 8p.
Subject Terms: *Assessment of education, *Research personnel, *Educational attainment, Causal inference, Data quality
Abstract: The Programme for International Student Assessment (PISA) introduced creative thinking as an innovative domain in 2022. This paper examines the unique methodological issues in international assessments and the implications of measuring creative thinking within PISA's framework, including stratified sampling, rotated form designs, and a distinct scoring metric. Cross‐cultural considerations and data quality issues underscore the need for critical evaluation of cultural equivalence and data quality, especially at the individual educational system level. The paper also highlights the limitations of causal inference and provides guidance and resources for handling sampling weights, plausible values, and multilevel structures. By reflecting on PISA's history and design, this work offers insights for researchers navigating the complexities of innovative domain assessment to ensure valid interpretations. [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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  Data: Methodological Reflections on PISA'S Creative Thinking Assessment.
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  Data: The Programme for International Student Assessment (PISA) introduced creative thinking as an innovative domain in 2022. This paper examines the unique methodological issues in international assessments and the implications of measuring creative thinking within PISA's framework, including stratified sampling, rotated form designs, and a distinct scoring metric. Cross‐cultural considerations and data quality issues underscore the need for critical evaluation of cultural equivalence and data quality, especially at the individual educational system level. The paper also highlights the limitations of causal inference and provides guidance and resources for handling sampling weights, plausible values, and multilevel structures. By reflecting on PISA's history and design, this work offers insights for researchers navigating the complexities of innovative domain assessment to ensure valid interpretations. [ABSTRACT FROM AUTHOR]
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  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.)
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      – SubjectFull: Educational attainment
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              Text: Jun2025
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