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![What do we hope to achieve?
Engage the broader research, policy and practice
communities in further dialogue
“We are being beaten with a rather large stick, with a Local Authority
undergoing great change…With the new Ofsted [inspection] Framework
looming and our old friend the 11+ [exams] ever present, it makes this
project all the more vital in making staff reflect on how are we nurturing
creativity and giving pupils access to their own armory of tools to ensure a
love for learning and progress.” [Headteacher, South East England]
OECD 2012 - Paris](https://image.slidesharecdn.com/progressionincreativitydevelopingnewformsofassessment-120504053249-phpapp02/85/Progression-in-Creativity-Developing-New-Forms-of-Assessment-7-320.jpg)
Uploaded byEduSkills OECD
Progression in Creativity: Developing New Forms of Assessment
The OECD conference on educating for innovative societies emphasized the importance of assessing creativity through dispositions rather than skills, focusing on teachers' and pupils' perspectives. Findings indicated that teachers found the concept useful, while pupils engaged with new language and reflection on their creativity. The aim is to foster dialogue with research and education communities to enhance creativity in learning amidst changing assessment frameworks.
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Progression in Creativity: Developing New Forms of Assessment
- 1. 26 April 2012 OECD Conference: Educating for Innovative Societies Assessments for Skills in Thinking and Creativity PROFESSOR BILL LUCAS, PROFESSOR G UY CLAXTON & D R ELLEN SPENCER
- 2. Our approach Whatkind of creativity? Creative-mindedness What kind of ‘assessment’? For what purpose? Dispositions and habits, not skills Selecting the dispositions: validity + utility Allowing for progression: two layers Development: ‘strength’, ‘breadth’ and ‘depth’ OECD 2012 - Paris
- 3. What we did Grounding in research Understanding user perspectives Literature Interviews Appreciative review inquiry Conceptual development CCE and CRL research team discussions Empirical research Field trial 1 Field trial 2 OECD 2012 - Paris
- 4. Version 1 OECD 2012- Paris
- 5. Version 2 OECD 2012- Paris
- 6. What we learned Teachers Found our conception was useful and had face validity Were challenged to plan for creativity and reflection Made time to use the tool Were positive about using it Pupils Learned new and useful language Recognised how creative they were Thought about how they could be more creative Challenges Balancing comprehensiveness and utility Getting the details right OECD 2012 - Paris
- 7. What do wehope to achieve? Engage the broader research, policy and practice communities in further dialogue “We are being beaten with a rather large stick, with a Local Authority undergoing great change…With the new Ofsted [inspection] Framework looming and our old friend the 11+ [exams] ever present, it makes this project all the more vital in making staff reflect on how are we nurturing creativity and giving pupils access to their own armory of tools to ensure a love for learning and progress.” [Headteacher, South East England] OECD 2012 - Paris
- 8. Thank you OECD background document available at: http://www.oecd.org/document/15/0,3746,en_21571361_49995565_49798543_1_1_1_1,00.html CCE literature review Spencer, E., Lucas, B. & Claxton, G. (2012) Progression in Creativity - Developing New Forms of Assessment: A literature review. Newcastle: CCE. Forthcoming at: http://www.creativitycultureeducation.org/category/literature-reviews CCE project report Spencer, E., Lucas, B. & Claxton, G. (2012) Progression in creativity: Developing new forms of assessment. Newcastle: CCE. Available at: http://www.creativitycultureeducation.org/progression-in-creativity-developing-new-forms-of- assessment Bill.Lucas@winchester.ac.uk www.winchester.ac.uk/realworldlearning www.expansiveeducation.net OECD 2012 - Paris