From the media.dot.edu website. Worthy of cross-posting (and since I wrote it, I can post it here too!)
A recent post on Edutopia caught our attention:
Yes, You Can Teach and Assess Creativity!
And we left the emphasis here. As we continue toe develop activities here at media.dot.edu, the assessment of the creative aspects of our projects can be a challenge for educators – us included!
The post by Andrew Miller, based on a post by Grant Wiggins, indicates for key points for creativity rubrics:
- Activities targeted to quality indicators
- Voice and choice in products
- Model thinking skills
- Reflection and goal setting
We quote the following on Voice and Choice.
“We know that students can show knowledge in different ways. In a PBL project, for example, public audience is an essential component, and students must present their work. PBL teachers offer voice and choice in how they spend their time and what they create. This is a great opportunity to foster the creative process. Students can collaborate on how to best present their information, what to include, and perhaps even a target audience. Coupled with the other strategies mentioned in this piece, voice and choice can build creative thinkers.”
We keep coming back to this point – letting students represent their knowledge in ways that are meaningful for them. But here is the problem. How do you ensure that students vary the representations? Do we want one student doing a diorama everything? How do we promote a variety of representations for students? We suggest giving students a menu to pick from and tracking their choices over the course of a semester or over a year.
We’ve added a link to the main Edutopia post.
To the Grant Wiggins blog post.
And his rubric for creativity.
And an ASCD article on Creativity.