METHODS FOR ASSESSING ASSOCIATIVE THINKING SKILLS IN PRIMARY SCHOOL STUDENTS
DOI:
https://doi.org/10.66345/stj.v4i2.5126Keywords:
associative thinking, assessment methods, primary school students, cognitive evaluation, concept mapping, creative problem-solving, digital assessment.Abstract
In modern education, assessing primary school students’ associative thinking skills is essential for understanding their cognitive development and creative potential. Associative thinking allows learners to form meaningful connections between concepts, experiences, and knowledge domains, which underpin problem-solving and innovation. This article examines theoretical foundations, assessment principles, and practical methodologies for evaluating associative thinking in educational contexts. Through a qualitative review of scholarly literature, the study explores psychometric techniques, observation-based assessments, performance tasks, and digital assessment tools. Particular attention is given to the use of concept mapping, associative fluency tests, creative problem-solving tasks, and interactive digital platforms as reliable methods for evaluating associative processes. Findings indicate that systematic and diversified assessment strategies provide insights into students’ cognitive flexibility, originality, and integrative thinking abilities. The article concludes that combining traditional and innovative assessment methods enhances the understanding of associative thinking and informs pedagogical interventions to foster creative and adaptive learners.
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