شناسایی ویژگی‌های ارزشیابی خلاقیت پرور: مطالعه‌ای فرا ترکیب
محورهای موضوعی : پژوهش در برنامه ریزی درسی
سید عباس رضوی
1
*
,
سیده هدی مستطابی
2
,
علی بیرمی پور
3
1 - دانشیار برنامه ریزی درسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، اهواز ، ایران.
2 - دانشجوی کارشناسی ارشد رشته برنامه ریزی درسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، اهواز، ایران.
3 - دانشیار برنامه ریزی درسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، اهواز، ایران.
کلید واژه: ارزشیابی عملکرد یادگیرنده, برنامه درسی, پرورش خلاقیت, تفکر خلاق, فراترکیب.,
چکیده مقاله :
یکی از مهم‌ترین دغدغه‌های نظام آموزشی بهبود و پرورش خلاقیت دانش آموزان است. از آن جا که ارزشیابی یکی از عناصر مهم برنامه درسی قلمداد می‌شود، بنابراین شناخت و تبیین ویژگی‌ها و شرایط لازم ارزشیابی که سبب پرورش خلاقیت شود، ضروری است. هدف از پژوهش حاضر شناسایی ابعاد و مؤلفه‌های ارزشیابی خلاقیت پرور براساس مطالعات انجام شده در این زمینه بود. از روش فراترکیب از روش هفت مرحله‌ای بارسو و ساندلوسکی(۲۰۰۷) برای انجام این پژوهش استفاده شد. این روش شامل هفت گام است که به ارزیابی و تحلیل نظام مند نتایج و یافته‌های مطالعات پیشین می‌پردازد. در این پژوهش، مقالات معتبر داخلی و خارجی پیرامون موضوع طی 15 سال اخیر مورد بررسی و تجزیه و تحلیل قرار گرفت. از بین مقالات مستخرج، با استفاده از معیارهای ورود و خروج در نهایت 37 مقاله نهایی انتخاب شد. پس از تجزیه و تحلیل این مقالات بااستفاده از روش کدگذاری باز و محوری، 43 کد استخراج شد که بیان کننده مؤلفه‌های ارزشیابی خلاقیت پرور بودند. با بررسی و ادغام کدها در این پژوهش، 7 بعد اصلی شامل استقلال عمل، مشارکت، انعطاف پذیری، اصالت‌گرایی، پذیرا بودن، انگیزش درونی، محیط امن به عنوان ابعاد ارزشیابی خلاقیت پرور شناسایی شدند. نتایج این مطالعه می‌تواند هم برای دست‌اندرکاران برنامه ریزی درسی و هم برای پژوهشگران مورد استفاده قرار گیرد. برنامه‌ریزان درسی با استفاده از این یافته‌ها می‌توانند قابلیت برنامه‌های درسی در پرورش خلاقیت دانش آموزان را افزایش دهد. پژوهشگران برای طراحی پژوهش‌های آتی و ساخت ابزارهای پژوهشی خود می‌توانند از یافته‌های این پژوهش استفاده کنند.
One of the most important concerns of the curriculum designers is to improve and nurture students' creativity. Since evaluation is considered as one of the important elements of the curriculum, it is necessary to recognize and explain the features and characteristics of student's performance evaluation that fosters creativity in classrooms. The purpose of the current research was to identify the characteristics. A meta-synthesis method was used to conduct this research. This method includes seven steps that evaluate and analyze the results and findings of previous studies. In this research, journal articles on the topic during the last 15 years were reviewed and analyzed. Among the extracted articles, 37 articles were finally selected using the specified criteria. After analyzing these articles using the open and axial coding method, 43 codes were extracted that expressed the components of creativity-friendly evaluation. By integrating the codes in this research, 7 main catrgories were identified as the dimensions of creativity-friendly evaluation including: 1) independence, 2) participation, 3) adaptability, 4) originality, 5) openness, 6) internal motivation, and 7) safe environment. The results of this study can be used both for curriculum designers and for researchers. Curriculum designers can use the findings to increase the ability of curriculum in fostering students' creativity. Researchers can use the findings of this research to design future research and build their research tools.
Afshar Khan, Z, Maleki, H, Mehromhammadi, M, Mohajer, Y, Ziaee Mehr, A. (2015). Mathematics: Moving from humor to creativity. Journal of Theory and Practice in Curriculum, 4(8), 27-50. [in Persian]
AlBorzi, M, Razavieh, A. (2013). The effect of external motivation on children's creativity, New Cognitive Sciences, 13(2). 66-57. [in Persian]
AlBorzi, M. (2008). Determining the mediation of motivational beliefs in children's creativity model with an emphasis on family and school variables and attribution beliefs in primary school students. Ph.D Dissertation. Shiraz University. [in Persian]
Alexandru, I G.(2021). Applications of Creative Evaluation in Primary Education. Journal of Education.36-54.
Al-karasneh, S. & Saleh, A. M. (2010). Islamic perspective of creativity: A model for teachers of social studies as leaders. Procedia-Social and Behavioral Sciences, 2 (2), 412-426.
Amabile, T. M. (1990). Within you, without you: The social psychology of creativity and beyond. In M. A. Runco, & R. S. Albert (Eds.), Theories in creativity (pp. 61-90). Yhousnd Oaks: Sage.
Amabile, T. (2008). The flourishing of creativity in children, Tehran: Donyaye Now. [in Persian]
Amini, M, Rahimi, H, Montazer, M. (2018). Pathology of students' creativity growth in Iran's educational system, Quarterly Journal of Innovation and Creativity in Human Sciences, 9(1), 81-114. [in Persian]
Annessia J. Bullard, A Kadir Bahar. (2023). Common barriers in teaching for creativity in K-12 classrooms: A literature review. Journal of Creativity, 33(1),1-9.
Arinnia, E., Arinnia, E. (2017). A review on improving students' creativity in the school environment, Journal of Psychology and Education, 3(33), 1-38. [in Persian]
Asif, M. (2011). Achievement Goals and Intrinsic Motivation: A Case of IIUM. International Journal of Humanities and Social Science, 1(6), 196-197.
Beghetto, R A, (2007). Does creativity have a place in classroom discussions? Prospective teachers’ response preferences. Thinking Skills and Creativity, 2 (1), 1-9.
Burton, P. (2010). Creativity in Hong Kong schools. World Englishes, 29(4), 493-507.
Carmen, R, Punya, M. (2017). Learning Environments that Support Student Creativity: Developing the SCALE. Thinking Skills and Creativity, 27, 45-54.
Chang, C. P., Hsu, C. T., & Chen, I. J. (2013). The relationship between the playfulness climate in the classroom and student creativity. Quality & Quantity, 47, 1493-1510.
Cheshm Cheragh. A. (2008). Investigating the impact of teaching methods based on creativity techniques in teaching and learning of students. Journal of Islamic Education, 3(5), 7-36. [in Persian]
Cole, D. G, Sugioka, Heather, L. (1999). Supportive classroom environments for creativity in higher education. The Journal of Creative Behavior, 33(4): 277-293.
Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2013). Creative learning environments in education—A systematic literature review. Thinking skills and creativity, 8, 80-91.
Document on the fundamental transformation of education. (2010). Tehran, author: Supreme Council of Cultural Revolution. [in Persian]
Eisenberger, R. & Rhoades, L, (2001). Incremental Effects of Reward on Creativity, Journal of Personality and Social Psychology, 81(4), 728-741.
Fischer, G. (2005). Social creativity: Making all voices heard. Knowledge-Based Systems, 13(8), 432-441.
Eisenberger, R. & Rhoades, L, (2001). Incremental Effects of Reward on Creativity, Journal of Personality and Social Psychology, 81(4), 728-741.
Enayati, E, Abedi, A. (2015). Meta-analysis of the effectiveness of educational interventions on students' creativity, Journal of Innovation and Creativity in Human Sciences, 6(1), 1-18. [in Persian]
Gregory, E., Hardiman, M., Yarmolinskaya, J., Rinne, L., & Limb, C. (2013). Building creative thinking in the classroom: From research to practice. International Journal of Educational Research, 62, 43-50.
Gregerson, M. B. Snyder, H. T. & Kaufman, J. C. (Eds.). (2012). Teaching creatively and teaching creativity. Springer Science & Business Media.
Guilford, J. P. (1987). Creativity research: Past, present and future. In S. G. Isaksen (Ed.),,. Frontiers of creativity research: Beyond the basics .33-65.
Hassani, Mohammad and Ahmadi, Hossein. (2012). Descriptive evaluation as a new model in educational evaluation. Tehran: Madreseh. [in Persian]
Hisar Bani, Z, (2008). Descriptive evaluation of a platform for fostering creativity, Peyvand magazine, (320), 22-29. [in Persian]
Ismaili Kartiji, M. (2013). Cultivating creativity in children, Journal of Philosophy and Children, 4(8), 18-5. [in Persian]
Izadifar, F, Noshadi, Nr, Taqvaei Nia, A. (2020). Elementary school teachers' experience of factors affecting the development of social creativity: a phenomenological study. Journal of Education and Learning Studies, 13(2), 195-217. [in Persian]
Jangi Zahi Shehstan, A, Balaghat, S R. (2016). Comparing the creativity and self-efficacy of the sixth grade students included in the descriptive evaluation plan and the traditional evaluation of Saravan city in the academic year 95-96. Journal of Psychological Studies and Educational Sciences, 2(18), 373-352. [in Persian]
Kaycheng, S. (2017). Fostering student creativity through teacher behaviors. Thinking Skills and Creativity,23, 58-66.
Kazemi, Y, Jafari, N. (2007). Inhibitors of students' creativity: teacher's activities and characteristics, New Educational Thoughts, 4(1, 2), 177-192. [in Persian]
Kleinmintz, O. M., Ivancovsky, T., & Shamay-Tsoory, S. G. (2019). The two-fold model of creativity: The neural underpinnings of the generation and evaluation of creative ideas. Current Opinion in Behavioral Sciences, 27, 131–138.
Molly A. James, (2015) Managing the Classroom for Creativity. Creative Education, 6, 1032-1043.
Morais, M.F., Azevedo, I.(2011). What is a Creative Teacher and what is a Creative Pupil? Perceptions of Teachers. Procedia - Social and Behavioral Sciences,12.330-339.
Mardia Hi, R. (2017). Using Discovery Learning to Encourage Creative Thinking. International Journal of Social Sciences & Educational Studies, 4(2), 98-103.
Mousavi, S M, Maghami, H. (2011). Comparing the effectiveness of two new and old methods of academic evaluation on the attitude towards creativity and academic progress of primary school students, Journal of Innovation and Creativity in Human Sciences, 2(2), 125-146. [in Persian]
Mousavi, S, Oladian, M, Imani, M T. (2019). Identifying the influencing factors on the creativity of second year high school students in Tehran, Journal of Police Education , 7(25), 221-205. [in Persian]
National Curriculum Document of the Islamic Republic of Iran (2011). Mashhad, author: Supreme Council of Education. . [in Persian]
Nazari, R. (2011). The effect of descriptive evaluation compared to quantitative evaluation on academic self-concept, creativity and academic achievement of fourth grade elementary school students in district 1 of Arak city in the academic year 2016-2018, Master's thesis, Arak University. [in Persian]
Nye, E., Melendez‐Torres, G. J., & Bonell, C. (2016). Origins, methods and advances in qualitative meta‐synthesis. Review of Education, 4 (1), 57-79.
Peng, S. L., Cherng, B. L., & Chen, H. C. (2013). The effects of classroom goal structures on the creativity of junior high school students. Educational Psychology, 33(5), 540-560.
Piirto, J. (2004). Understanding creativity. Goshen, Kentucky: Great Potential Press.
Ronald A. Beghetto & James C. Kaufman (2014). Classroom contexts for creativity. High Ability Studies, 25(1), 53-69.
Rahbar, A, Juma, M, Asare, A, Deshiri, A. (2021). Clarifying the elements of the creativity-oriented curriculum for teaching student teachers (synthesis research). Journal of Innovation and Creativity in Human Sciences, 11(4), 25-48. [in Persian]
Rajabi Baghdar, A, Mahram, B, Karsheki, H, Karmi, M. (2014). The status of fostering creativity in the intended curriculum of primary education of the Islamic Republic of Iran: Is and shoulds, Journal of Psychology and Educational Studies. 22, 71-94. [in Persian]
Rezaei, S, Manouchehri, M. (2007). Investigating the validity, validity and standardization of Torrance's creativity test among Tehran high school teachers, Journal of Psychology and Educational Sciences, 38(3), 47-68. [in Persian]
Rosen Y, Stoeffler K, Simmering V. (2020). Imagine: Design for Creative Thinking, Learning, and Assessment in Schools. Journal of Intelligence. 8(2).16.
Saif, Ali Akbar. (2016). Measuring the process and product of learning: old and new methods. Tehran: Doran.
Safari, Z, Mohammadzadeh, Z, Heydari, A, Mirblouki, A. (2015). A review of creativity development and the challenges and solutions of creative teachers in the teaching-learning process, Journal of Psychological Studies and Educational Sciences, 2(2), 390-400. [in Persian]
Salem Alfuhaigi, S. (2015). School Environment and creativity development: A review of literature. Jornal of educational and instructional studies in the world, 5(2), 33-37.
Shabani, M, Maleki, H, Abbaspour, A, Saadipour, I. (2017). Designing a curriculum model based on creativity in an organizational university, Journal of Research in Curriculum Planning, 15(31), 62-78. [in Persian]
Shafiei, S, Sharifzadeh, M. (2019). The role of school in enriching students' creativity, Journal of Research and Studies in Human Sciences, 2(13), 68-80. [in Persian]
Shanna R. Daly, Erika A. Mosyjowski,Colleen M. Seifert. (2019). Teaching Creative Process across Disciplines. The Journal of Creative Behavior, 53(1), 5-17.
Shamay -Tsoory, S., Adler, N., Aharon - Peretz, J., Perry, D., & Mayseless, N. (2011). The origins of originality. The neural bases of creative thinking and originality. Neuropsychologia, 49(2), 178-185.
Sharifzadeh, Z. (2009). Comparison of the effect of ranking methods (descriptive-traditional) on the level of creativity of fifth grade elementary school students in Tehran, Master's thesis, Al-Zahra University. [in Persian]
Shurmij, Q. (2011). Evaluating the effectiveness of descriptive evaluation in elementary schools - education and training in Tehran's 10th district from the perspective of teachers and administrators, parents and students, Educational Research Journal, 7(30). 1-13. [in Persian]
Starko, A. J. (2018). Creativity in the classroom: schools of curious delight. New York: Routledge.
Soh, K. (2017). Fostering student creativity through teacher behaviors. Thinking skills and creativity, 23, 58-66.
Sohrabzadeh, M, Rezvani, Z. (2020). Meta-synthesis of research articles on factors affecting the formation of marginalization and its consequences in the period of 1388-1389. Journal of Urban Sociological Studies, 11(39), 1-28. [in Persian]
Soh, K. (2017). Fostering student creativity through teacher behaviors. Thinking skills and creativity, 23, 58-66.
Stoll, L., & Temperley, J. (2009). Creative leadership: A challenge of our times. School Leadership and Management, 29(1), 65-78.
Starko, A. J. (2018). Creativity in the classroom: schools of curious delight. New York: Routledge.
Svanborg R, Jonsdottir.(2017). Narratives of creativity: How eight teachers on four school levels integrate creativity into teaching and learning. Thinking Skills and Creativity, 24,127-139.
Sandelowski, M. & Barroso, J. (2008). Handbook for Senthesizing Qualitative Research.The journal of continuing education in nursing. 39(1). 47-47.
Speckbacher, G. (2021), "Does performance evaluation kill creativity? A(re) interpretation of existing literature", Pacific Accounting Review, 33(1), 6-19.
Supreme Council of Education. (2013). National Curriculum Document, Islamic Republic of Iran. Tehran: Author. [in Persian]
Supreme Council of Cultural Revolution. (2018). Document on the fundamental transformation of education. Tehran: Author. [in Persian]
Tsai, K. C. (2015). A Framework of Creative Education. In education, 21(1), 137-155.
Torrance, H. & Pryor, J (2001). Developing formative assessment in the classroom; using action research to explore and modify theory.British educational Research Journal. 5(27). 63-65.
Toghraei, M, Mirvahedi, S S, Hashemi, S. (2018). Designing a model of entrepreneurial education in school, Journal of Educational Innovations, 18(71), 59-82. [in Persian]
Vakili, N, Amini, A. (2009). Investigating the barriers to the flourishing of creativity of primary school students from the perspective of primary education teachers in Helilan City (in Ilam province) in the academic year 88-89, Educational Management Research Quarterly, 1(4), 183-202. [in Persian]
Warner, S. A., Myers, K. L.(2010). The Creative Classroom: The Role of Space and Place toward Facilitating Creativity. Technology and Engineering Teacher, 69(4), 28.
Yasmi, S, Hosseini-Khwah, A, Kian, M, Garimipour, M, Hosseini, A. (2019). Designing a creative school model for elementary school and its accreditation from the point of view of experts, Innovation and Creativity in Humanities, 10(2), 171-182. [in Persian]
Zarei, H, Maleki, H, Sabzipour, A. (2011). The role of self-evaluation in the process of learning and teaching students, Education Strategies Quarterly, 5(2), 131-136. [in Persian]