Publication
Modeling Creativity in Education: Assessing Creativity in Students Scratch Projects: A Study on Human-AI Collaboration for Creativity Assessment
Swathi Krishnaraja; Stefani Tirkova; Anastasia Kovalkov; Benjamin Paaßen; Kobi Gal; Niels Pinkwart
In: Pablo Pirnay-Dummer; Dirk Ifenthaler (Hrsg.). Computer-Based Diagnostics and Systematic Analysis of Knowledge: Critical Reflections and Advancements. Pages 159-176, Advances in Analytics for Learning and Teaching (AALT), ISBN 978-3-031-87740-7 (online), 978-3-031-87739-1 (print), Springer Nature Switzerland, Cham, 4/2025.
Abstract
Creativity is one of the vital elements for developing intelligence and is often defined as the ability to produce works that are novel and valuable. Fostering creative thinking in education is important for one’s cognitive development. Yet, integrating creative thinking practices in technology supported education has been scarce due to the conflicting definitions and opinions on how to measure and assess creativity in students work. In this chapter, we try to answer the following questions: 1) How to assess creativity in a student’s product? 2) How to automate the process of assessing creativity? and 3) What criteria do teachers use for assessing student products? In order to answer these, we developed a creativity assessment tool specifically designed to assess creativity in visual programming projects, integrated with intelligent methods and techniques, e.g., using ensemble machine learning models (trained on examples from creativity experts) such as extreme gradient boosting, to quantify and predict creativity along several literature-based psychometric measures. We presented the tool to teachers who are experts in teaching visual programming to evaluate its performance and validity. We discuss the implications of our findings for designing computational models to facilitate creativity assessment in students outcomes. With this research, we aim to contribute to one of the transformative competencies (OECD Learning Compass 2030) that twenty-first-century learners need i.e. to receive adaptive creativity support at scale.