Inhibitory social contextual factors include assessment pressures on teachers and emphasis on standardized curricula¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2025: baselines and conditions change

Subclaims¶

q2 i? Increased pressures on teachers to prepare students for assessments and increased emphasis on standardized curricula and related assessments were identified as inhibitory social contextual factors. → van der Zanden 2020

Evidence¶

van der Zanden 2020¶

van der Zanden, P. J. A. C.; Meijer, P. C.; Beghetto, R. A. (2020). A review study about creativity in adolescence: Where is the social context? Thinking Skills and Creativity, 38, article 100702. https://doi.org/10.1016/j.tsc.2020.100702

q2 · i? · review · r2

Synthesis of the four articles (6% of the sample) that explicitly addressed broader social contextual factors. The review reports these "increased pressures placed on teachers" and standardized-curriculum emphasis as inhibitory social contextual factors for adolescent creativity.

"Inhibitory social contextual factors included increased pressures placed on teachers to prepare students to perform well on assessments; and increased emphasis placed on standardized curricula and related assessments."

Discussion¶

Related Claims¶

• The vast majority of studies on adolescent creativity (94%) did not take social contextual factors into account — related
• Teachers viewed district pacing calendars and standardized assessments as impediments when they pressured rushing through material regardless of mastery — possibly the same claim (merge candidate)
• Principals most commonly cited time for teacher planning, difficulty removing poor teachers, community social problems, apathetic parents, test-score pressure, and problem students as roadblocks — related
• The same four roadblocks to school improvement topped principals' rankings across ten years of surveys, with subgroup contrasts in emphasis — related
• Participants identified assessment redesign approaches for helping all students feel successful, centering relevance, lowered stakes, choice, emotional support, and preparation — related
• Curriculum and assessment design factors, including modular structure, feedback timing, and overlap between consecutive assessments, are proposed to moderate feedback use — related