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.
Bahar et al. (Mon,) studied this question.