Creativity Assessment in the Classroom: Paradox or Paramount?
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This presentation highlights general assessment principles in relationship to creativity in the classroom.
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Creativity Assessment in the Classroom: Paradox or Paramount?
- 1. Assessing Creativity in the Classroom: Paramount or Paradox? Lisa Rubenstein, Ph.D. Purdue University September 30, 2014
- 3. How do you define creativity?
- 4. Definitional Debate Continuum of Cs (Kaufman & Beghetto) Person, process, product, press (Rhodes) Sociocultural dependent (Craft; sternberg)
- 5. Fuzzy Definition Fuzzy Assessment
- 6. Fuzzy Definition “How do you break it to them? It is not quite right but its great? How can you stand in judgement of somebody else’s creativity?” Participant quote from Myhill & Wilson (2013) Fuzzy Assessment
- 7. How should we assess Mathematics?
- 8. “How do you break it to them? It is not quite right but its great? How can you stand in judgement of somebody else’s crmeaatthiveimtya?t”i cs?” How should we assess Mathematics?
- 9. How should we assess mathematics? How are these questions alike or different? How should we assess creativity?
- 10. General Assessment Guidelines Assessments cover important content, process skills, and ideas. Assessments match specific goals. (Direct Alignment) Multiple assessments provide a more accurate and nuanced picture.
- 11. Assessments cover important content, skills, and ideas.
- 12. What is the purpose of assessment?
- 13. Why assess? Diagnostic Tool Growth Measurement Competency Evidence Student Metacognition Inform Instruction
- 14. Assessment methods and requirements probably have a greater influence on how and what students learn than any other single factor. -Boud, 1988, pg. 35
- 15. Why assess? Diagnostic Tool Growth Measurement Competency Evidence Student Metacognition Inform Instruction what is worth assessing?
- 16. What makes something worth assessing? Fundamental Transferable Useful Vital to professional Life Vital to everyday Life
- 18. Why is creativity worth assessing?
- 19. Assessments match specific goals.
- 21. Which is more creative?
- 22. Creativity is not animals with long eyelashes. Lilian Katz
- 23. If creativity is as important as literacy (Robinson)... Then we need specific objectives that address it.
- 24. Dual Objectives Content Objective: Creative Objective:
- 25. My Possible Suggestions Fluency Flexibility Originality Elaboration Application Risk Taking Choose. Question Asking Problem Solving Collaboration/ Communication Connections Imagination Visualization
- 26. Let’s say the content goal is to write an acrostic poem... What could the creative goal be?
- 28. Susan Brookhart
- 29. Wiggin’s Rubric
- 30. Multiple assessments provide a more accurate and nuanced picture.
- 33. Assessing Creativity Appraise creativity separately. Deliberately. For smaller projects, give feedback and allow corrections. Don’t wait until the end of a large project. Use checkpoints to offer feedback. Be more productive than “I like that...” (Include why) Don’t assess creativity all the time for a grade.
- 34. General Assessment Guidelines Review Assessments cover important content, process skills, and ideas. Assessments match specific goals. (Direct Alignment) Multiple assessments provide a more accurate and nuanced picture.
- 35. Questions? Best wishes! LMRUBENSTEIN@BSU.EDU