Work

Scoring Originality in Mathematical Problem-Solving: Comparison of Criterion-Referenced Scoring with Alternate Measures

Year: 2026

Type: article

Abstract: The purpose of this study was to examine the extent to which criterion-referenced originality scores are related to scores generated through alternative measures of originality (i.e., sample-based scoring and expert-referenced scoring) in mathematical problem-solving tasks. Drawing on data from 520 students enrolled in a public elementary school situated in a culturally diverse metropolitan area of New South Wales, Australia, the criterion-referenced approach was compared psychometrically with sample-based and expert-referenced scoring approaches. Another focus for analysis was on how each scoring system describes the relationship between originality and fluency. The results are important for ongoing debates about creativity and educational assessment, highlighting the implications of scoring methods for the interpretation of students' original mathematical thinking. The study contributes important information for the design of fair and meaningful assessment and scoring practices.

Source: Behavioral Sciences

DOI: 10.3390/bs16020249

Authors: A. Kadir Bahar, Iclal Can, C. June Maker, Rabia Sipahi, Yasemin Sipahi

Institutions: University of Georgia, Middle East Technical University, University of Arizona, University of Illinois Chicago

Language: English

Topic: Creativity in Education and Neuroscience

Subfield: Experimental and Cognitive Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,654