Investigating Primary School Children’s Creative Potential Through Dynamic Assessment

This paper focused on examining primary school students’ creative potential (CP) through dynamic assessment (DA). The study was carried out through a quasi-experimental design. The sample consisted of 90 Greek primary school students between fourth and sixth grade who were randomly divided into a group that received DA (N = 37) and a control group (N = 53). Both groups were initially tested with the graphic-artistic form of the Evaluation of Potential Creativity (EPoC) test. The DA group received mediation with graduated prompting while no such treatment was applied to the control group, and both groups were post-tested. The results demonstrated that mediation significantly improved DA group’s CP. It appeared that DA contributes in demonstrating a clearer portrait of students’ CP which can be of valuable assistance for nurturing creativity.