Andrea Kárpáti

Assessing Creative Thinking in Art Education

Andrea Kárpáti – Corvinus University of Budapest, Hungary

Abstract:

This poster shows assessment instruments utilized for the Hungarian Creative Thinking development project PISA (the Program for International Student Assessment), its 2022 international survey included a new area: Creative Thinking (CT), (OECD: PISA 2022 Book III, 2024) involving four domains: visual and written expression, scientific and social problem solving. Our 2-year, school-based developmental project focuses on Visual Expression and is based on the Design Thinking model. In 2024/25, three secondary schools of different educational priorities and social setting: an experimental grammar school specializing in economics, a vocational school of mechatronics, and a grammar school with a focus on humanities and the arts. Adolescents aged 15–17 choose a current design problem they encounter in everyday life and research, plan and test their solutions. This poster will show our process-oriented portfolio assessment, a new form of Child Study, a digital collection of ideas, sketches, media pieces, 2D and 3D works of students with their notes and the teacher’s mentoring remarks. Visual Rubrics (Groenendijk et al., 2019, Kárpáti and Paál, 2019) have been designed that conceptualize major skills and subskills to be developed for the students to deeper understand and self-assess their development. The Test for Creative Thinking ̶ Drawing production (Urban and Jellen, 2006) explores creativity, expressivity and humour through flexible visual tasks. The Complex Problem Solving Test (Molnár, 2002) shows interrelations of Design Thinking and cognitive development. The poster will show the results of the first developmental cycle. We compare their results to those of the OECD average and their peers in Hungary (PISA Results 2022 Book III: Factsheet Hungary). This research is supported by the Hungarian Academy of the Arts, Institute of Art Theory and Methodology.