Potencjał rozwoju umiejętności myślenia kreatywnego polskich 15-latków na podstawie analizy odpowiedzi uczniów w badaniu PISA 2022
The Potential for Developing the Creative Thinking Skills of 15-year-olds in Poland Based on an Analysis of Students’ Responses in the PISA 2022 Survey

Summary/Abstract: The creative thinking assessment conducted as part of the latest cycle of the PISA survey in 2022 was the first large-scale measurement of this skill among 15-year-olds in Poland, enabling them to be compared to their peers from OECD countries participating in the study. It allowed, among other things, 15-year-old students to be measured in three ideation processes of creative thinking skills assessed in PISA (generating creative ideas, generating diverse ideas, evaluating and improving ideas), and in four domain contexts (social problem solving, scientific problem solving, written expression, and visual expression). The results of the PISA 2022 assessment showed that creative thinking is a strength of Polish 15-year-olds – they scored above the OECD average both overall, and in each of the dimensions and domains tested. This article raises the question of whether, and if so, in which areas (e.g., specific task types), there is potential to further develop the creative thinking of Polish students. The article presents the results of a quantitative analysis at the item level and identifies four items in which Polish students performed a bit worse (the difference was statistically significant) than their peers from OECD countries participating in the study. Two of these items required the presentation of two different ideas. One item involved presenting two movie scenarios, and the other two graphic designs for a pin. Both items fall within the dimension of generating diverse ideas. The issue with these items may not have been creativity (originality), but rather fluency (generating many different ideas) and these problems only refer to items that require more work and are seldom practiced at school in Poland. However, no correlation was found between performance on these tasks and the results on the perseverance scale. The other two items identified as slightly more difficult for Polish students were related to the domain of solving social problems. The analysis of responses indicated that the problem with both items could have been the lack of broader contextual knowledge about the social issue raised in them. The article discusses possible explanations for these weaknesses observed in Polish students, despite their generally very good creative thinking skills, and the possibilities for introducing changes in educational policies in this aspect.

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