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Can creativity be assessed?

Having identified what is, or is not creative teaching, the issue of assessing creativity is pertinent to this debate. Can creativity be identified, judged and graded? In 'Creativity: find it, promote it', QCA suggested that it is possible to identify when pupils are thinking and behaving creatively in the classroom by using the following framework:

questioning and challenging; making connections and seeing relationships; envisaging what might be; exploring ideas, keeping options open; reflecting critically on ideas, actions and outcomes. (QCA 2004)

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Creativity Assessment
Is it possible or desirable to measure the acquisition of creative learning skills?
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Adam Roberts Questions Assessment #tedxlondon | Oliver Quinlan: Live Blogs

Adam Roberts Questions Assessment #tedxlondon | Oliver Quinlan: Live Blogs | Creativity Assessment | Scoop.it
18 year old Adam started with a heart warming story of supportive parenting. When called into the school to discuss his refusal to draw Santa Clause, his mother encouraged him.
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Futurelab - Creativity, technology and learning

This review maps out the different perspectives on creativity, and the teaching and learning of creativity, and brings together latest thinking in this field. It also highlights some of the key questions concerning assessment and creativity.
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Assessment In Art and Design - University of the Arts London

Assessment In Art and Design - University of the Arts London | Creativity Assessment | Scoop.it

Why Do We Assess?

 

Assessment is a significant opportunity to support learning

 

To enable students to see their progress:
>Assessment allows students to see the journey they have undertaken and how far they have travelled

It's a university requirement:
>Formal education systems require us to evaluate and record student achievement. Students need this for future study, job applications and careers.

Awarding credit to learning:
>Assessment recognises learning has taken place.

To check on our efficacy as teachers:
>If students have not done as well as they might we need to question our teaching methods and their access to and understanding of what we expect them to do. We may need to re-design our learning and teaching approaches or check that we are actually assessing what we say we are assessing. The curriculum should be 'constructively aligned' (Biggs 1999); we say what we expect students are going to learn, we design activities to enable them to learn it and assessment strategies that find out whether they have learned it.

Too much assessment?
>Sometimes we have too much formal assessment. Students race from one hurdle to the next, only focusing on the grades and not approaching their learning tasks in order to make sense and personal meaning out of the activity. Sometimes there are not enough opportunities for students to learn how to carry out assessment tasks such as essay writing, or presenting their work in a crit. Students need opportunities to practise and receive feedback before they go for the 'high stakes' assessment that counts towards their end of year or end of course grades.

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Emerging Good Practice in Promoting Creativity

* How well has the theme of creativity been promoted in the school, for example in school or departmental plans? * Is creativity promoted across the curriculum and in whole school activities? * How does the establishment encourage and recognise creative people, ideas, projects and achievements? * Is there a climate of experiment (exploring and trying out ideas, being allowed to learn from mistakes)? * How well do teachers respond to children’s questions and ideas about their own learning? * Is there clear evidence of teachers promoting creative work in classes and of high quality responses by pupils? * What staff development opportunities are provided to promote creativity?

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What is Creative Learning?

A new collection of essays, published by Creative Partnerships, the Government’s creative learning programme, interrogates the idea of creative learning.

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Assessing creativity | CLPE

This assessment project came about because of a request from CfBT EAZ schools in Lambeth for a way of assessing children’s learning in creative arts projects. Schools wanted to be able to provide convincing evidence of the impact of the creative arts on children’s learning and attainment.

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Assessment in the Digital Age: Fair Measures?

Keynote speech presented to the eAssessment Scotland Conference, at the University of Dundee, on August 26, 2011. (Check out this great SlideShare presentation by @timbuckteeth : Assessment in the Digital Age: Fair Measures?
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Assessing Creativity: A Guide for Educators—NRC/GT

Conclusions:

Adopt a specific definition of creativity and be clear about its implications for the characteristics you plan to assess. Examine and review carefully assessment tools, representing several different sources of data, that may be appropriate for the definition and characteristics, for your setting, and for the students you will be assessing. Use only resources that meet professional standards for practice. Remember that the purpose of the assessment is to understand the student's needs for appropriate and challenging educational experience. Think beyond the question of what the student "is" or "is not;" instead, ask: "What do these data tell us about the student's need for services?" Consider the best way to provide the services that seem necessary for the student. Is it through your gifted/talented program? Is it through other ways of responding that might be open to you?

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Creativity Matters: How to Assess Creativity?

Creativity Matters: How to Assess Creativity? | Creativity Assessment | Scoop.it

The following four key principles of assessment are designed to help schools take a fresh look at their practice and consider what the experience of assessment is like for their children.

1.The child is at the heart of assessment
2.Assessment needs to provide a view of the whole child
3.Assessment is integral to teaching and learning
4.Assessment includes reliable judgements about how children are performing related, where appropriate, to national standards.

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Evidence of creative learning: pupil behaviours

Evidence of creative learning: pupil behaviours QCA 1. Questioning and challenging 2. Making connections, seeing relationships 3. Envisaging what might be 4. Exploring ideas, keeping options open 5....
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Open Badges Project - MozillaWiki

Open Badges Project - MozillaWiki | Creativity Assessment | Scoop.it

Today's learning happens everywhere. Not just in the classroom. But it's often difficult to get recognition for the skills you acquire online or outside of traditional school. Mozilla's Open Badges project is working to solve that problem, making it easy for anyone to issue, earn and display badges across the web. The result: badges can help today's learners display 21st century skills, unlock career and educational opportunities, and level up in their life and work.

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The role and purpose of assessment

The role and purpose of assessment | Creativity Assessment | Scoop.it
This resource forms part of a set of resources written by Karen Clegg (Graduate Training Unit, University of York) which are designed to help law teachers to adapt and improve their assessment practice.
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Creative Learning Assessment - A framework for developing children’s creativity

Creative Learning Assessment - A framework for developing children’s creativity...
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Handheld Learning - Creative Assessment with Handhelds

Handheld Learning - Creative Assessment with Handhelds | Creativity Assessment | Scoop.it

Project e-scape is a new approach to the assessment of creativity and design innovation at GCSE level where students use digital devices to "hoover-up" evidence of their on-going work during carefully structured design tasks.

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How Do We Change A Cultural Fascination With Grades? | edte.ch

How Do We Change A Cultural Fascination With Grades? | edte.ch | Creativity Assessment | Scoop.it
Over on Google+ I have conducted a short survey to further explore the challenges that educators face when attempting to implement assessment for learning...
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Fostering creativity in young people

Fostering creativity in young people Cognitive aspects • rich and varied experience in many different settings • a fund of general knowledge • specialised knowledge • analysing and synthesising...
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