NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ863954
Record Type: Journal
Publication Date: 2009-Nov
Pages: 6
Abstractor: ERIC
ISSN: ISSN-0013-8274
Imagine Creating Rubrics that Develop Creativity
Young, Linda Payne
English Journal, v99 n2 p74-79 Nov 2009
English teachers are by nature rather imaginative, a trait that is not taught in a methods class or listed as a disposition in standards for teacher preparation. Whether as part of a learning activity or a "what if" question posed in a literature discussion, imagination and creativity are integral parts of classrooms and their inclusion is as natural to most people as breathing. Sadly, when the beauty and fragility of imaginings are exposed to the harsh light of assessment, they evaporate in the heat of quantification. Imagination may not be a concept listed in state performance standards, but authentic assessment is a focus of national and state curriculum reform. Teachers who recognize the important role imagination and creativity play in the learning process want to include these higher-level thought processes as part of authentic assessment. From creative problem solving to culminating performance events, curriculum design that includes assessment that captures critical thinking skills, problem solving abilities, and imaginative/creative capabilities is promoted by educators at all levels. Measuring creativity in student work is a stumbling block for many teachers. While scoring rubrics have become a standard assessment tool for grading student projects, clearly articulated criteria for imagination or creativity remain elusive. Without a clear understanding of the role imagination and creativity play in assignments, students are often blindsided by a grade when teachers--even good teachers--attempt to assess creativity as a product. Knowledge fuels imagination and creativity. When teachers understand the elements of creativity, the classroom stage is set for imaginative learning. Developing rubrics that provide evidence of growth in creative thinking may more effectively align problem-solving activities, imaginative research projects, performance events, and artistic representation with state standards and higher-order thinking. Not only do teachers have a tool that can ensure students' creative capacities are developed, they might also capture the ephemeral wind of imagination in their classrooms. (Contains 1 figure.)
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A