خلاصة:
This study aimed at comparing the descriptive assessment in terms of critical and creative
thinking of sixth grade students in the public and private schools of district four in Karaj.
This is a descriptive research which is done in a causal-comparative method. The
population consisted of all sixth grade students (girls and boys) in the public and private
primary schools. According to the information, the total number of students was 8529
people, which 7788 of them were selected among public school students and 741 of them
were selected among private school students. The sample size of 368 was determined by
using Morgan table, in which 330 of the samples were belonged to the public schools and 38
of the samples were students of the private schools. Stratified random sampling method was
used as the sampling method. This research was employed Critical Thinking Dispositions
Questionnaire (Ricketts, 2003) with the reliability of sub-scales of creativity= 0.75 and
commitment=0.86; and Torrance Test of Creative Thinking (TTCT) (Figural form B) (1998)
with reliability between 0.80 to 0.90; and descriptive Transcript of Records (ToR) 2014-
2015. SPSS software is used to show the results in both descriptive and inferential statistics
(T-test). Results showed that there is a difference between descriptive assessment in terms of
creative thinking among sixth grade students in the public and private school district four in
Karaj; but, the difference was not observed the critical thinking. Among all the variables of
creative thinking and its dimensions (invention, extension, fluidity, flexibility, and
creativity), descriptive assessment of the majority of students in the public and private
schools was greatly good; however, it was better in the public schools than the private.
Among all variables of creativity, commitment and critical thinking, descriptive assessment
of the majority of students in the public and private schools was acceptable.
ملخص الجهاز:
Regarding the above items, researcher is intended to compare descriptive assessment in terms of creative thinking in the dimensions of invention, extension, fluidity, and flexibility according to theory of Guilford (1987) and in terms of critical thinking in the dimensions of creativity, commitment, maturity according to theory of Richetts (2003), and it also will answer the following question: Is there a difference between descriptive assessment in terms of critical and creative thinking of sixth grade students in the public and private schools of district four in Karaj?
Secondary Questions *Is there a difference between descriptive assessment in terms of creative thinking in the invention dimension of sixth grade students in the public and private schools of district four in Karaj?
*Is there a difference between descriptive assessment in terms of creative thinking in the extension dimension of sixth grade students in the public and private schools of district four in Karaj?
*Is there a difference between descriptive assessment in terms of critical thinking in the creativity dimension of sixth grade students in the public and private schools of district four in Karaj?
The Main Question: Is there a difference between descriptive assessment in terms of critical and creative thinking of sixth grade students in the public and private schools of district four in Karaj?
Secondary Question Five: Is there a difference between descriptive assessment in terms of critical thinking in the creativity dimension of sixth grade students in the public and private schools of district four in Karaj?