Top scoring: students self-select their top three ideas for a fluency-independent creativity rating¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 associational), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

In the final step of the structured task, top scoring (Silvia et al., 2008) is applied: rather than rating every idea a student produced, "the method of top scoring has been developed to assure a fixed number of ratings for every student and a fluency-independent measure". Students themselves select and label their three most creative ideas after the administrator defines a creative idea as original, complete, and easily applied in practice. This keeps the rated set comparable across students who generated different numbers of ideas.

Design Implications¶

Context¶

Requirements¶

• Students must be able to judge which of their own ideas are most creative, guided by an explicit definition of a creative idea

Constraints¶

Target Learners¶

• primary school students in grades 4-6

Target Learning Goals¶

• self-evaluation and selection of creative ideas

Claims¶

• In Study 2, inter-rater agreement for rating creative problem solving ideas was good to excellent across indicators [+W]

Related Strategies¶

• Structured Cps Task Vignette Four Steps
• Brainstorming

Examples¶

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Key Sources¶

• Van Hooijdonk, M., Mainhard, T., Kroesbergen, E. H., & Van Tartwijk, J. (2023). Creative problem solving in primary school students. Learning and Instruction, 88, 101823. https://doi.org/10.1016/j.learninstruc.2023.101823