• This study addresses the absence of a standardized approach to evaluating student-created function art in STEAM education. • A rubric grounded in the TTCT dimensions of Fluency, Flexibility, and Originality was developed and validated. • The rubric was applied to 51 function artworks produced by Grade 11 students, enabling objective scoring of individual works. • Psychometric analysis demonstrated strong reliability and construct validity, with positive relationships among the three creativity dimensions. • GeoGebra supported efficient creation of function art and systematic application of the evaluation framework. Function art is an art form that uses graphs of mathematical functions in creating artwork. It integrates mathematical functions, art, and technology within the STEAM framework. Despite its potential, a standardized method for evaluating function art remains lacking. This study develops and validates a rubric based on the Torrance Test of Creative Thinking (TTCT) to assess function art, focusing on Fluency, Flexibility, and Originality. This paper explores the development and validation of this rubric in an educational context. The rubric was designed for our specific setting, but it can be generalized. To create this rubric, the researchers adapted the Torrance Test of Creative Thinking. The rubric was tested on 51 function art pieces created by Grade 11 students in a country in Southeast Asia (blinded for review). The psychometric evaluation of the function art task using Rasch measurement revealed robust reliability and validity. Correlation analysis identified a positive relationship between Fluency, Flexibility, and Originality. Regression analysis highlighted significant reciprocal influences between Fluency and Originality. Findings suggest that the framework can be used to objectively get a score on a single piece of artwork. The study contributes to the pedagogical landscape by providing educators with a tool for evaluating function art.
Bautista et al. (2026) studied this question.