Is It Possible to Assess Mathematical Originality viaS Sandards-Based Criterion-Referenced Approach?

In this session, the authors will propose and discuss the use of a standards-based criterion-referenced approach (CRA) in assessing originality with a specific focus on teaching for creativity in mathematical problem solving. Supporting their perspective with examples, they will particularly address evidence-based educational models that were designed to develop students' ability to solve real problems in creative and effective ways in different domains. Given the importance of using proper assessment methods in fostering and monitoring learning, such an approach might have significant implications for teaching practices and future research.