Measuring What Matters: Assessing Creativity, Critical Thinking, and the Design Process

Shively, Kate; Stith, Krista M.; Rubenstein, Lisa DaVia

doi:10.1177/1076217518768361

Cited by 55 publications

(61 citation statements)

References 12 publications

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“…Technology educators have been promoting design thinking for years, including studies examining how educators implementing design thinking to teach mastery of STEM content, art, and humanities (Bequette & Bequette, 2013) and cognitive processing skills (Lammi & Becker, 2013;Shively et al, 2018). Previous studies of design thinking within curriculum and instruction suggest this pedagogical approach positively impacts the learning experiences of traditionally underrepresented populations in STEM disciplines (Kramsky, 2017;Santovec, 2012, Tyler & Johnson, 2017.…”

Section: Design Thinkingmentioning

confidence: 99%

“…Students had to practice the iterative process and seeing solutions from a variety of angles. Their end products were evaluated across multiple components of critical thinking and creativity (for rubrics of novice/developing/expert components see Shively et al, 2018). Students were initially hesitant to provide answers for illdefined problems, but with more exposure to DTM lessons, they became more fluid with exhibiting the characteristics of good thinkers like graceful acceptance to the ideas of others and pursuing different solutions if the first solution did not work In the focus groups, teachers spent a significant amount of time addressing the interpersonal processes of students.…”

Section: Cognitive Development: Design Thinking Provides An Opportunimentioning

confidence: 99%

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Perceptions of K-12 Teachers on the Cognitive, Affective, and Conative Functionalities of Gifted Students Engaged in Design Thinking

Stith¹,

Potts²,

Rubenstein³

et al. 2020

JSTE

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Gifted students are our nation’s natural resource of technological inventors and innovators, but oftentimes do not receive differentiated instruction in technology/engineering design learning environments. This is not negligence or lack of care by the instructor, but a national issue of not sufficiently providing pre- and in-service teachers with formal training opportunities in gifted education. The purpose of this study was to understand the perceptions of K-12 teachers, trained in gifted education pedagogy and the Design Thinking Model (DTM), after their gifted students engaged in design thinking activities. Fifteen K-12 educators of different content areas reflected in focus groups upon how their gifted students performed. Teachers noted cognitive, affective, and conative phenomena, such as development of 21st Century capabilities, externalizations of psychosocial behaviors (e.g., perfectionism, avoidance of failure, gifted underachievement), and strong motivations to solve problems for end-users. The researchers suggest that with the reality of educators unable to receive formal training in gifted education, developing an awareness of intrapersonal functionalities of gifted students engaged in design thinking can be a significant step toward providing supportive learning environments.

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Section: Design Thinkingmentioning

confidence: 99%

Section: Cognitive Development: Design Thinking Provides An Opportunimentioning

confidence: 99%

Perceptions of K-12 Teachers on the Cognitive, Affective, and Conative Functionalities of Gifted Students Engaged in Design Thinking

Stith¹,

Potts²,

Rubenstein³

et al. 2020

JSTE

View full text Add to dashboard Cite

show abstract

“…To determine the efficacy of the PL, these are the outcomes that require complex measurement. Measurement options are available but not often widely used, such as specifically designed classroom process rubrics (Shively et al, 2018), self-regulation interview protocols (Rubenstein, Callan, & Ridgley, 2018), and computerized creative problem-solving tasks (The Organisation for Economic Co-operation and Development, 2014), among others.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

Reconceptualizing Professional Learning Within the Gifted Field: Exploring the Instruct to Innovate Model

Spoon

Rubenstein

Shively

et al. 2020

Journal for the Education of the Gifted

Self Cite

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Effective gifted education should incorporate opportunities for gifted students to develop creative and critical thinking along with academic and affective skills. Professional learning (PL) supporting these outcomes is not consistently successful. Therefore, this study pilots a new PL model called Instruct to Innovate (I2I) to support teachers’ efforts in facilitating gifted students’ development. This model integrates the Design Thinking Model and adult learning theories. Teachers participated in a multiphase intervention, including a 2-week PL summer camp with subsequent bimonthly meetings throughout the school year. Teachers’ reflections, captured in focus groups, along with secondary sources of corroborating data were collected. Through qualitative analyses, teachers recognized key design principles (i.e., human-centeredness, bias towards action, collaborative nature, and mindfulness of the process) within the PL model, their practice, and their students. These findings provide initial evidence that this approach may support educators’ efforts as they provide powerful learning experiences for gifted students.

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“…STEM leaders should employ evidence from multiple sources to guide classroom-and school-level programming decisions. For example, performancebased assessments can convey to what extent the student is a good thinker and designer (Shively, Stith, & Rubenstein. 2018).…”

Section: Evaluation and Assessmentmentioning

confidence: 99%

STEM Leader Excellence: A Modified Delphi Study of Critical Skills, Competencies, and Qualities

Rose

Geesa

Stith

2019

JTE

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With the push by government and business leaders for greater emphasis on STEM education at all grade levels, STEM leaders (i.e., educational leadership and teacher leaders) are challenged to pioneer integrative praxes that prepare students for success in a scientifically and technologically driven society. Additionally, these STEM leaders must transverse the barriers of developing transformative educational experiences that involve diverse stakeholders. This study utilized a modified Delphi technique to investigate what STEM leader skills, competencies, and qualities are identified as critical by STEM professionals within integrative STEM education. Findings are presented for the following seven themes: mission and culture, equity and social responsibility, infrastructure and programming, curriculum and instruction, professional growth, evaluation and assessment, and extended learning. These findings may inform the development of courses and programs that prepare or provide professional development for STEM leaders.

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Measuring What Matters: Assessing Creativity, Critical Thinking, and the Design Process

Cited by 55 publications

References 12 publications

Perceptions of K-12 Teachers on the Cognitive, Affective, and Conative Functionalities of Gifted Students Engaged in Design Thinking

Perceptions of K-12 Teachers on the Cognitive, Affective, and Conative Functionalities of Gifted Students Engaged in Design Thinking

Reconceptualizing Professional Learning Within the Gifted Field: Exploring the Instruct to Innovate Model

STEM Leader Excellence: A Modified Delphi Study of Critical Skills, Competencies, and Qualities

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