Developing Instrumentation for Assessing Creativity in Engineering Design

Denson, Cameron; Buelin, Jennifer K.; Lammi, Matthew D.; D'Amico, Susan Beth

doi:10.21061/jte.v27i1.a.2

Cited by 16 publications

(8 citation statements)

References 14 publications

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“…Denson, Buelin, Lammi, and D'Amico (2015) recently published their work on developing a creativity assessment that makes use of an online platform for viewing and rating pieces of student work. Although this method did not use ACJ, it had other functions similar to CompareAssess and demonstrates a larger interest in alternative and more effective methods of assessment.…”

Section: Adaptive Comparative Judgmentmentioning

confidence: 99%

Relationships Between Access to Mobile Devices, Student Self-Directed Learning, and Achievement

Bartholomew¹,

Reeve²,

Veon³

et al. 2017

Journal of Technology Education

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Today's students are growing up in a world of constant connectivity, instant information, and ever-changing technological advancements. The increasingly ubiquitous nature of mobile devices among K-12 students has led many to argue for and against the inclusion of these devices in K-12 classrooms. Arguments in favor cite instant access to information and collaboration with others as positive affordances that enable student self-directed learning.In this study, 706 middle school students from 18 technology and engineering education classes worked in groups of 2-3 to complete an openended engineering design challenge. Students completed design portfolios and constructed prototypes in response to the design challenge. Classes were divided with some allowing access to mobile devices during the study and others not allowing access. Additionally, randomly assigned classes completed the design portfolio electronically, and others completed the portfolio on paper. Final student portfolios and products were assessed and assigned a rank order using a method of assessment called adaptive comparative judgment. Thirty student interviews were conducted as well as 6 teacher interviews. Statistical analyses between student access, portfolio type, student self-directed learning, and student achievement were conducted. Findings showed that student self-directed learning was independent of mobile device access during the study. Mobile device access was significantly correlated with higher student scores on the design portfolio, but mobile device access was independent of student scores on design products.

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Section: Adaptive Comparative Judgmentmentioning

confidence: 99%

Relationships Between Access to Mobile Devices, Student Self-Directed Learning, and Achievement

Bartholomew¹,

Reeve²,

Veon³

et al. 2017

Journal of Technology Education

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show abstract

“…Có thể thấy giáo dục đang nhấn mạnh đến việc phải dạy tư duy sáng tạo cho người học để giúp họ thành công với tư cách là những công dân tương lai. Vì vậy nhu cầu hỗ trợ phát triển tư duy sáng tạo trong lớp học được nhấn mạnh trong các nghiên cứu [29][30][31].…”

Section: Vai Trò Của Giáo Dục Stem đốI Với Tư Duy Sáng Tạounclassified

Developing Creative Thinking in STEM Education through Design- Based Learning

Hang

2024

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Creativity is one of the fundamental skills of the 21st century and has become a crucial task in education. This article provides a definition of creative thinking manifested in generating novel, unique, and valuable ideas and solutions to address posed problems. Characteristics of creativity such as fluency, originality, flexibility, and elaboration serve as indicators to evaluate the level of creativity in products of the engineering design process. Recognizing the importance of creativity in a dynamic world, creative education has been integrated into the mainstream education curriculum through the implementation of STEM teaching. Following this, the concept of design-based learning has been introduced as a STEM teaching approach based on integrating the engineering design process into classrooms, allowing learners to apply scientific and technological knowledge and skills to complex real-life problems. Finally, research in STEM education through the engineering design process to enhance learners' creative thinking has been synthesized. The aim is to provide ideas and guidance for teachers in organizing STEM teaching, aligning with the goal of fostering creativity for citizens in the digital age.

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“…This method is a subjective assessment based on expert consensus. It has been widely used for creativity in the fields of art (Burnard and Power, 2013), writing, as well as design (Cropley and Kaufman, 2013) and engineering (Denson et al, 2015) in relation to problem-solving. Although the assessment performance of CAT is widely accepted, effective CAT implementation is often difficult and expensive to assemble a group of relevant experts.…”

Section: Consensual Assessment Techniquementioning

confidence: 99%

A study of the evaluation metrics for generative images containing combinational creativity

Wang

Zhu

Chen

et al. 2023

AIEDAM

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In the field of content generation by machine, the state-of-the-art text-to-image model, DALL⋅E, has advanced and diverse capacities for the combinational image generation with specific textual prompts. The images generated by DALL⋅E seem to exhibit an appreciable level of combinational creativity close to that of humans in terms of visualizing a combinational idea. Although there are several common metrics which can be applied to assess the quality of the images generated by generative models, such as IS, FID, GIQA, and CLIP, it is unclear whether these metrics are equally applicable to assessing images containing combinational creativity. In this study, we collected the generated image data from machine (DALL⋅E) and human designers, respectively. The results of group ranking in the Consensual Assessment Technique (CAT) and the Turing Test (TT) were used as the benchmarks to assess the combinational creativity. Considering the metrics’ mathematical principles and different starting points in evaluating image quality, we introduced coincident rate (CR) and average rank variation (ARV) which are two comparable spaces. An experiment to calculate the consistency of group ranking of each metric by comparing the benchmarks then was conducted. By comparing the consistency results of CR and ARV on group ranking, we summarized the applicability of the existing evaluation metrics in assessing generative images containing combinational creativity. In the four metrics, GIQA performed the closest consistency to the CAT and TT. It shows the potential as an automated assessment for images containing combinational creativity, which can be used to evaluate the images containing combinational creativity in the relevant task of design and engineering such as conceptual sketch, digital design image, and prototyping image.

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Developing Instrumentation for Assessing Creativity in Engineering Design

Cited by 16 publications

References 14 publications

Relationships Between Access to Mobile Devices, Student Self-Directed Learning, and Achievement

Relationships Between Access to Mobile Devices, Student Self-Directed Learning, and Achievement

Developing Creative Thinking in STEM Education through Design- Based Learning

A study of the evaluation metrics for generative images containing combinational creativity

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