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ERIC Number: EJ1041799
Record Type: Journal
Publication Date: 2014
Pages: 6
Abstractor: ERIC
Reference Count: 6
ISSN: ISSN-1094-9046
Creativity in an Assessment Driven Environment
Coil, Carolyn
Knowledge Quest, v42 n5 p48-53 May-Jun 2014
Assessment can be defined as any method through which one gathers data or information about something. Assessing may incorporate measurement and testing, but it also includes evaluation and appreciation of creative products, processes, and performances. It encompasses finding out much more information than test results alone can give. Creative students are those who are able to put things together in new ways, can observe things others might miss, construct more novel products, give more novel performances, use more unusual or unconventional imagery to make points, observe ordinary things, and find in them an area to wonder about or a problem to solve. One way to teach creative thinking is by using ill-structured problems representative of real-life situations in which there is no obvious right answer. These types of problems should be authentic and relevant to students and allow for numerous creative alternative solutions instead of one correct answer. The arts provide multiple ways for students to make sense of what they learn (knowledge and comprehension), use what they learn (application), and create something new based on what they learn (creative synthesis and evaluation). While encouraging such creativity seems like a positive endeavor, many educators hesitate to do this because they are unsure of how to assess these products of learning. The author recommends using "Criteria Cards: A Tool for Assessing Creative Products and Performances," described in the article, with the rubrics for assessment measurements. In this way, creativity even within an assessment-driven educational environment will be enhanced.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A