ESTIMATION OF HIGH SCHOOL STUDENTS' CREATIVE ABILITIES AS A RESULT OF JOINT CREATIVE ACTIVITY

He goals of this article is to identify methodological approaches and justify pedagogical technology for assessing high school students' creative abilities as educational outcomes achieved in an informal educational environment that models their subject-to-subject interaction with the surrounding social environment. A collaborative (high school) participant's response to a creative challenge presented in the form of a case that includes a description of the problem situation, a project problem statement, and methodological directions for its solution serves as the basis for the creativity assessment technique. Based on the diagnostic results, teams of pupils of 9th and 11th grades (6-7 pupils each) are established to tackle creative issues in their most interesting educational topics. The technology of evaluating high school students' creative abilities while they are engaged in a group creative activity enables us to not only assess their level of development but also to create a comprehensive picture of each pupil's chances to participate in this activity based on his or her own self-determination in selecting a "niche" of personal responsibility for achieving shared, socially significant results.