February 2015, № 2 (177)

Moroz V.V. DIAGNOSTIC MEASUREMENT OF UNIVERSITY STUDENTS' CREATIVITYCreativity being one of the distinguishing traits of a person is the driving force of economic growth and social progress, which in turn explains the increasing interest and need in creativity. Inherently creativity is the production of novel, original and valuable ideas in every sphere of human activity: from science to arts, from education to business, as well as everyday life. Creativity is inseparably linked with innovations that are successful implementation of creative ideas. Although the creativity phenomenon has been under study for more than 60 years there are still many misconceptions of creativity, since the results of creative process are almost unpredictable. Creativity, being a multifaceted phenomenon, can be measured by such diagnostics that helps to evaluate both creative potential and creative achievements according to cognitive, emotional, motivational and environmental factors. Diagnostic instruments vary from the purpose of study, creativity aspects, features and forms, temporal limits and age range. Many of the creativity evaluation approaches are not exhaustive, but when combined can supplement and enrich each other. Clearly defined criteria set and presented to students before work make evaluation more effective. Students' creative work measurement compared with other products helps to assess its novelty, originality and value. Moreover diagnostic measurement of students' creativity facilitates the forecasting of students' creative potential development and change of creative achievements' level in educational process.Key words: students' creativity, diagnostics, creative product, creativity measurement.

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About this article

Author: Moroz V.V.

Year: 2015

Editor-in-chief

Sergey Aleksandrovich
MIROSHNIKOV

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