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ERIC Number: ED327875
Record Type: RIE
Publication Date: 1990-Nov-18
Pages: 7
Abstractor: N/A
Applause, Applause: Evaluating Creative Responses and Projects.
Peters, Cheryl
This paper offers some guidelines, to be shared with students, that can help make the evaluation of creative responses and projects affirmative, honest, and heartfelt. What should teachers look for in a creative project? The project should move the audience in some deeply personal way, contain some element of surprise, and fulfill the spirit--if not the letter--of the assignment. There are many ways whereby a student may conform to requirements for documentation, background reading, research, or a thorough knowledge of the subject, and still produce a major creative effort. However, students should not be encouraged to work on projects that the teacher is not qualified to evaluate. Collaboration with a teacher in another field may widen the scope of possible creative activities. When making any assignment, it is necessary to be very clear about expectations and criteria for assessment, using a written set of guidelines. Alternately, an entirely different set of guidelines may be developed for creative papers. It is crucial to remember that students who choose to write creative papers generally work harder and longer than others because of a commitment of self, the heart's passion or pain, the mind's light or dark humor. If the ability of the paper to move the audience is used as the primary evaluation criterion, then the response is at the appropriate level. If that magic does not happen, it can generally be explained to the student, in ways that will not crush or blight the imagination, where or how the project could be improved. Two creative writing projects that illustrate how to approach such material are described. (SR)
Publication Type: Speeches/Meeting Papers; Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the National Council of Teachers of English (80th, Atlanta, GA, November 16-21, 1990).