This study is concerned with the training of future teachers and focuses on the evaluation of creativity in Creative and Manual Activities (CMA). During this study, we implement the evaluation grid of the creative task of the organization of economic cooperation and development (2020) which splits the production (technique, know-how) from the process (research of ideas, analysis of needs). In this context, we seek to measure the transposition of the components of this grid into teaching practice in order to propose, in a second step, avenues for improvement.
The preliminary population of this exploratory quantitative study is composed of 40 participants with an average age of 26.81 years ( : 8.623). Data collection by questionnaire is carried out at the beginning of the training and during different seminars on the evaluation of creativity. The initial data indicate that although the grid is adapted to the school context (Likert; 4), it is more transferable to cycle 2 than to cycle 1 (Likert: +0.8; P=0.014). From a practical point of view, the creation of evaluation elements from the grid was difficult for the participants (Likert: 3.45) with a difference of +0.8 (P=0.021) between cycles (C1: 3.18; C2: 4).
These initial results provide concrete elements for the analysis of the OECD grid. Indeed, they indicate that it is better suited to Cycle 2, either through its transposition or as a source of inspiration for assessment items. In conclusion, even if the data do not allow us to measure the effectiveness and impact of the OECD model on students' creative learning, this study shows that the OECD model can be implemented in training and that certain elements are relevant when assessing creativity in schools.