CRITERIA AND INDICATORS FOR EVALUATING THE EFFECTIVENESS OF CREATIVE TEACHING METHODS FOR TECHNICAL SPECIALTY STUDENTS
Abstract
DOI: https://doi.org/10.26565/2074-8922-2025-84-33
Abstract: The present day demands continuous development of new objects of technology and
engineering, and creative self-realization from future engineers. Creative teaching methods in technical
disciplines are capable of ensuring this. The quality of forming creative-level knowledge in technical disciplines
among future specialists will increase if the methodological system is based on modeling the development of
technical disciplines, and the content of teaching technical disciplines is presented in two parts – basic and
creative, where the latter should be created by students independently during the learning process using methods
and tools for managing students' creative educational and cognitive activity. The necessity of introducing
specially organized pedagogical influence within the educational process requires the development of a system
of criteria and indicators for identifying the quantitative and qualitative level of the pedagogical phenomenon's
formation.
The article proposes the developed content, criteria, and indicators for evaluating the effectiveness of
the teaching methodology for students in technical disciplines, which allow future engineers to assess the level of
formation of professional knowledge and skills, creativity, and professionally important qualities. The
assessment of the formation of professional knowledge is carried out in accordance with the acquaintanceorienting, conceptual-analytical, and productive-synthetic (creative) levels. Creativity is proposed to be
evaluated using four factors of divergent thinking: fluency, flexibility, originality, and elaboration. As indicators
of the formation of professionally important qualities of future engineers, it is proposed to assess the formation
of interest and activity in professional activity, risk-taking in future professional activity, and the level of
professional independence through questionnaires. All proposed criteria and indicators are thoroughly
substantiated, and a methodology for evaluating each indicator is proposed.
In cites: Ruban N. P., Chernenko YU. YU. (2025). Criteria and indicators for evaluating the
effectiveness of creative teaching methods for technical specialty students. Problems of Engineering
Pedagogic Education, (84), 382-391. https://doi.org/10.26565/2074-8922-2025-84-33
Downloads
References
Bezhenar, A. A., Yankivska, H. A. (2017). The development and use of creativity as a method of
forming of a competent person in secondary and vocational education. National education : electronic
scientific professional edition, 1(31), 62-67. https://www.narodnaosvita.kiev.ua/?page_id=4415 (in
Ukrainian).
Buzan, T., Buzan, B. (2010). The mind map book: Unlock your creativity, boost your memory, change
your life. https://www.amazon.com/Mind-Map-Book-Unlock-Creativity/dp/1406647160
Dimitrova-Burlayenko, S. D. (2018). Methods of forming the creative competence of the future
engineers. Středoevropský Vĕstnĺk pro Vĕdu a Výzkum, 5 (49), 14–18. (in Ukrainian).
Goff, K., Torrance, E. P. (2002). Abbreviated Torrance Test for Adults
Manual. Bensenville, IL: Scholastic Testing Service.
https://www.scirp.org/(S(351jmbntvnsjtlaadkozje))/reference/referencespapers?referenceid=2923543
Golovenkin, V. P. (2019). Pedagogy of higher education: textbook. 2nd ed., revised and
supplemented. Kyiv: Igor Sikorsky Kyiv Polytechnic Institute.
https://ela.kpi.ua/server/api/core/bitstreams/dca98cbd-487b-43eb-86ef-d5c4634bf16c/content (in
Ukrainian).
Future of jobs report 2023. https://www3.weforum.org/docs/WEF_Future_of_Jobs_2023.pdf
Kaufman, J. C., Glăveanu, V. P. (2019). A Review of Creativity Theories. In The Cambridge
Handbook of Creativity, pp. 27–43. https://doi.org/https://doi.org/10.1017/9781316979839
Kovalenko, Denys, Ruban, Nataliia, Shumskyi, Oleksandr, Bilotserkivska, Yuliia, Shemyhon,
Natalya, Korolova, Nataliia. (2024). Forming future engineering teachers‘ creativity using the model
of presenting learning content of technical disciplines. Towards a Hybrid, Flexible and Socially
Engaged Higher Education. Proceedings of the 26th International Conference on Interactive
Collaborative Learning (ICL2023), 3, 293-304. https://doi.org/https://doi.org/10.1007/978-3-031-
-7_30 (in Ukrainian).
Lazariev, M. I., Ruban, N. P. (2009). Laws of evolution of technical systems as a philosophical basis
of methods of creative teaching of students of technical disciplines. Problems of Engineering
Pedagogic Education, 22–23, 262–270. https://surl.li/hddjur (in Ukrainian).
Lemons, G. (2011). Diverse Perspectives of Creativity Testing: Controversial Issues When Used for
Inclusion Into Gifted Programs. Journal for the Education of the Gifted, 34(5), 742–772.
https://doi.org/doi:10.1177/0162353211417221
On approval of the standard of higher education in the speciality 015 ―Professional education‖ (by
specializations) for the first (bachelor‘s level of higher education): Order of the Ministry of Education
and Science dated 21.11.2019 No. 1460. (2019). https://mon.gov.ua/static-
objects/mon/sites/1/vishcha-osvita/zatverdzeni%20standarty/2021/07/28/015-Profosvita-bakalavr.pdf
(in Ukrainian).
Strazhnikova, I. V. (2016). Didactic systems in higher education:
teaching-methodical manual, Ivano-Frankivsk. https://surl.li/xtdlgj (in Ukrainian).13. Tekmen-Araci, Y. A., Kuys, B. (2016). Product performance vs. product creativity in engineering
education. AAEE Conference 2016, Coffs Harbour, Australia. https://aaee.net.au/wp-
content/uploads/2018/10/AAEE2016-Tekmen-Araci_Kuys-Product_performance_vs_creativity.pdf
Williams, F. (1980). Creativity assessment packet. East Aurora, N.Y. : D.O.K. Publishers, Inc.
https://www.scirp.org/reference/referencespapers?referenceid=2965014
Zvarych, I., Kalaur, S. M., Prymachenko, N. M., Romashchenko, I. V., Romanyshyna, O. I. (2019).
Gamification As A Tool For Stimulating The Educational Activity Of Students Of Higher Educational
Institutions Of Ukraine And The United States. European Journal of Educational Research, 8(3), 875–
https://doi.org/10.12973/eu-jer.8.3.875 (in Ukrainian).
