I recently saw an article on Arts Professional UK reporting that the governments of England and Wales would be opting out of the new creative thinking assessment section of the Programme for International Student Assessment (PISA), an international standardized test administered to 15 year olds. (The United States also participates, but I haven’t been able to discover their stand on the new test module.)
I had some mixed feelings about this news. Students will continue to take the test in math, science and reading, so it raises my hackles a little that they will still be testing those subjects and eschewing creativity. According to one commenters, there is a fear that measuring creativity would indicate you aren’t serious about education.
Professor Bill Lucas, Co-chair of the PISA 2021 Test of Creative Thinking….some people fear opting into the creative thinking assessment would give “a signal that you don’t value standards in English, maths and science as much, because you are somehow potentially aligning yourself with a view of the purpose of education that is beyond the basics of the core subjects.
Thinking the purpose of education is beyond that of reading, math and science?! The horror! Satisfying a voracious curiosity is so outdated.
The creativity test has been designed to (my emphasis),
…will provide policymakers with valid, reliable and actionable measurement tools that will help them to make evidence-based decisions. The results will also encourage a wider societal debate on both the importance and methods of supporting this crucial competence through education,” the assessor says.
“Creative thinking is thus more than simply coming up with random ideas. It is a tangible competence, grounded in knowledge and practice, that supports individuals in achieving better outcomes, oftentimes in constrained and challenging environments.”
If you have read this blog for any length of time, you know I am a proponent of anything that emphasizes the concept creativity is a process requiring effort, reflection, and trial and error rather than a magical ability granted or retracted at the caprice of the gods.
On the other hand, if you have read this blog for any length of time, you also know that I discuss the fact that just because you can measure it, doesn’t mean the result you get is meaningful.
One of the things countries do with this test is compare themselves with other countries. As I am reading about the test design, there is discussion of how cultural norms and expectations affect creative thinking. Even assuming the test prompts are appropriate to the culture of the country in which the test is administered, I would expect the way different cultures view creative expression would impact the results in ways that couldn’t be compared like math and science competencies could.
For that matter, there may not be a firm basis of comparison in the same country between the 15 year olds that took the test one year and those that took the test when it was administered three years prior.
Is there really an objective, comparative measure for creativity when students are given one hour to:
…engage in open and imaginative writing (with constraints limiting the length of written text that human raters will need to evaluate); generate ideas for various written formats by considering different stimuli, such as cartoons without captions or fantasy illustrations; and make an original improvement to someone else’s written work (as provided in the task stimuli).
…engage in open problem-solving tasks with a social focus, either individually or in simulated collaborative scenarios; generate ideas for solutions to social problems, based on a given scenario; and suggest original improvements to problem solutions (as provided in the task stimuli).
There is also a visual expression section with tasks similar to the written expression section described above and a scientific problem solving section with tasks similar to the social problem solving described.
As a way to give the individual something to reflect upon in regard to their own skills and providing a bit of an imprimatur to creative expression, these tests could be useful.
As a thing schools and countries should fret over as something with real relevance and providing indications of future success, it doesn’t really have any real meaning. (Though if they fear appearing too frivolous about education, there might even be a few countries who will be ashamed if their students attain too high a result.)
These tests just reflect what a cohort of 15 year olds can do in an hour on a certain day. Whatever that means in terms of math, science and reading, it means even less when it comes to subjective judgments about how creative someone was in generating captions for cartoons or how original their suggested solution to a problem might be.
I didn’t realize until I started searching for links to other PISA related stories that the result of the last test were actually released today (The Arts Professional UK article came out last week).
The headline on a New York Times piece is “It Just Isn’t Working: PISA Test Scores Cast Doubt on U.S. Education Efforts. – An international exam shows that American 15-year-olds are stagnant in reading and math even though the country has spent billions to close gaps with the rest of the world.”
Part of you might be thinking the test scores wouldn’t be as bad if schools would actually introduce the role of creative thinking and problem solving into the education process. That is likely true. But should creative capacity be measured by tests? Do you want fretful headlines about American kids doing worse in creative measures than 65% of the world? It would be a clear indicator that people were paying attention and invested in creativity, but there are lot more constructive indicators of those things available.
NB: As a perfect illustration of how you can’t be creative within a strict time period: The moment I hit publish on this post, I immediately realized I should have titled it “No Creativity, We’re British,” as a take off on the play, No Sex Please, We’re British — something that would have qualified as an original improvement on someone else’s written work noted as a measure in the creativity test. (Granted, you might be hard pressed to judge it an improvement)
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