数学问题解决中的评分原创性:比较标准参考评分与替代措施
A Kadir Bahar1, Iclal Can2, C June Maker3
1Department of Educational Psychology, College of Education, University of Georgia, Athens, GA 30602, USA.
Behavioral sciences (Basel, Switzerland)
|February 27, 2026
概括
这项研究比较了不同的评分方法在数学任务的独创性. 标准参考评分与其他方法保持一致,影响我们如何评估学生的创造性数学思维.
科学领域:
- 教育心理学教育心理学
- 认知科学 认知科学
- 数学教育教育 数学教育
背景情况:
- 在教育中评估创造力是具有挑战性的.
- 原创性和流性是创造力的关键组成部分.
- 不同的评分方法可能会产生不同的结果.
研究的目的:
- 在数学问题解决方面,比较基于标准的原创性得分与基于样本的和专家引用的得分.
- 分析不同的评分系统如何描述原创性和流性之间的关系.
- 为了为关于创造力和教育评估的辩论提供信息.
主要方法:
- 三种评分方法的心理测量比较:以标准为依据,以样本为依据和以专家为依据.
- 这些数据是从澳大利亚新南威尔士州的520名小学生收集的.
- 对评分系统的分析,对原创性与流性关系的描述.
主要成果:
- 基于标准的原创性得分与基于样本的和专家引用的得分有很强的关系.
- 该研究确定了不同的评分方法如何影响原创性和流性的解释.
- 基于评分方法来理解学生的数学创造力的影响.
结论:
- 标准参考评分是评估数学原创性的一种心理测量学上合理的方法.
- 评分方法对创造性数学思维的解释产生了重大影响.
- 这些发现支持开发公平和有意义的创造力评估实践.
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