This article develops a three-tier system of criteria for objectively evaluating, under experimental conditions, the effectiveness of tasks designed on the basis of a comparative approach in developing creative skills among future teachers. The system comprises criteria for task complexity (the independent variable), performance quality, and the creative product (the dependent variables). Task complexity is assessed in terms of the number of objects compared, taxonomic level, ambiguity, and contextual transfer. Performance quality is evaluated through analytical justification, logical argumentation, reflection, independence, and effective use of resources. The creative product is assessed in terms of originality, practical applicability, elaboration, and its synthetic-integrative character. The proposed system draws on the theoretical perspectives of J. Guilford, E. Torrance, T. Amabile, S. Besemer and K. O’Quin, R. Sternberg, D. Schön, and L. Vygotsky. Presented as a rubric, it provides a basis for correlation analysis of experimental data and for identifying differences between experimental and control groups.
Methodology for Developing Creative Thinking in Future Teachers Through Comparative Tasks
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