SCORE – A Model for the Self-Assessment of Creativity Skills in the Context of Computing Education in K-12
Volume 20, Issue 2 (2021), pp. 231–254
Géssica LEHMKUHL Christiane GRESSE VON WANGENHEIM Lúcia Helena MARTINS-PACHECO Adriano F. BORGATTO Nathalia DA CRUZ ALVES
Pub. online: 31 May 2021 Type: Article Open Access
31 May 2021
31 May 2021
In today’s society, creativity plays a key role, emphasizing the importance of its development in K-12 education. Computing education may be an alternative for students to extend their creativity by solving problems and creating computational artifacts. Yet, there is little systematic evidence available to support this claim, also due to the lack of assessment models. This article presents SCORE, a model for the assessment of creativity in the context of computing education in K-12. Based on a mapping study, the model and a self-assessment questionnaire are systematically developed. The evaluation, based on 76 responses from K-12 students, indicates a high internal reliability (Cronbach’s alpha = 0.961) and confirmed the validity of the instrument suggesting only the exclusion of 3 items that do not seem to be measuring the concept. As such, the model represents a first step aiming at the systematic improvement of teaching creativity as part of computing education.