Solving complicated problems in a contemporary knowledge-based society requires higher-order thinking (HOT). The most productive way to encourage development of HOT in students is through use of the Problem-based Learning (PBL) model. This model organizes learning by solving corresponding problems relative to study courses

table 1

student’s skill development is assessed by an instructor through the answers given by a student to control questions from the individual list. An instructor assessment of a student answer to a question varies from zero to the fixed initial assessment of analytical skill corresponding to a question. If a student cannot answer a question, or an answer is incorrect, then an instructor assessment is equal to zero. If a student answers a question corresponding to certain skill correctly, an instructor assessment is equal to fixed initial assessment of corresponding analytical skill. 

table2

An instructor assessment of a student creative skill varies from zero to the fixed initial assessments of a creative skill. If
a student didn’t reveal presence of a certain creative skill owing to solving individual control problems, an instructor
assessment is equal to zero. It means the student did not develop this skill. If a student solved an individual control
problem partially, an instructor sets suitable assessment. If a student revealed the presence of a certain creative skill
owing to solving individual control problems, an instructor assessment is equal to the fixed initial assessments of the
skill. It means the student developed this skill. As a result, a formative assessment of creative thinking skills in a
student is made. Formative assessments of developing creative skills in other students in a study group are determined
analogously. An example of assessment of developing creative skills in students is represented by Table 3. Formative
assessments of the creative skills development in student s1, s2, and s3 are 16, 22, and 48, accordingly. The obtained
formative assessments allow for assessing lack of students’ creative skills development through comparison of the
results of an individual student’s solving of control problems with fixed initial assessments.

table3

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