This presentation highlights general assessment principles in relationship to creativity in the classroom.

1. Assessing Creativity in the
Classroom:
Paramount or Paradox?
Lisa Rubenstein, Ph.D.
Purdue University
September 30, 2014

2. Discussion
http://padlet.com/lisarubenstein8/
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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