METHODOLOGICAL PRINCIPLES OF ASSESSING THE LEVEL OF CREATIVE THINKING IN PRIMARY SCHOOL PUPILS IN THE CONTEXT OF THE CONCEPT OF THE NEW UKRAINIAN SCHOOL
DOI:
https://doi.org/10.35433/pedagogy.4(123).2025.4Keywords:
creativity, creative thinking, competence, harmonious personality, assessment, primary school, NUSAbstract
The article analyzes the place of creative thinking in the context of the competency paradigm of primary education and grounds the need for comprehensive diagnostics of creative thinking at the age of 6-10.
The relevance of the study stems from the general scientific, socio-pedagogical, socio-cultural imperatives of the modern educational process, which reveals the situation regarding the modernization of the primary education system, which is in a state of constant renewal, focusing on the formation of a competent, creative and technologically literate personality, capable of independent thinking and creative self-expression in diverse activities and life conditions. This is expressed in the triad of development goals for participants in the educational process: a harmonious personality, a creative specialist-innovator, a citizen-patriot.
Approaches to assessing creative thinking are systematized as a combination of psychometric, pedagogical-observational and interactive-digital methods. Indicators (originality, flexibility, speed, elaboration) and a three-level interpretation of the results are presented. A generalized classification of methods for assessing creative thinking in younger schoolchildren is presented. The criterion framework for assessment at the indicator level focuses on originality, flexibility, speed, and detailing as interrelated indicators that reflect both the productive and procedural aspects of creative thinking.
It is shown that the role of the teacher is to moderate open educational situations that involve different trajectories of solving problem situations, in formative feedback that increases the level of thinking strategies, and presupposes the combining of assessment data with lesson planning in accordance with the competency guidelines of primary education.
Examples of tasks and principles for collecting multi-source evidence (test answers, portfolio, "digital trail") are described. The emphasis is made on the cultural and linguistic adaptation of tools and formative feedback. Practical guidelines for the teacher are proposed for combining methods and planning to support and develop creativity in all participants in educational process. The results can be integrated into the daily practice of the New Ukrainian School (NUS).
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