Progression in Student Creativity in School: First Steps Towards New Forms of Formative Assessments
Creativity is widely accepted as being an important outcome of schooling. Yet there are many different views about what it is, how best it can be cultivated in young people and whether or how it should be assessed. And in many national curricula creativity is only implicitly acknowledged and seldom...
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| Weitere Verfasser: | , |
| Format: | Elektronisch E-Book |
| Sprache: | English |
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Paris
OECD Publishing
2013
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| Schriftenreihe: | OECD Education Working Papers
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| Schlagworte: | |
| Online-Zugang: | UBA01 UBG01 UEI01 UER01 UPA01 UBR01 UBW01 FFW01 FNU01 EUV01 FRO01 FHR01 FHN01 TUM01 FHI01 UBM01 Volltext |
| Zusammenfassung: | Creativity is widely accepted as being an important outcome of schooling. Yet there are many different views about what it is, how best it can be cultivated in young people and whether or how it should be assessed. And in many national curricula creativity is only implicitly acknowledged and seldom precisely defined. This paper offers a five dimensional definition of creativity which has been trialled by teachers in two field trials in schools in England. The paper suggests a theoretical underpinning for defining and assessing creativity along with a number of practical suggestions as to how creativity can be developed and tracked in schools. Two clear benefits of assessing progress in the development of creativity are identified: 1) teachers are able to be more precise and confident in developing young people's creativity, and 2) learners are better able to understand what it is to be creative (and to use this understanding to record evidence of their progress). The result would seem to be a greater likelihood that learners can display the full range of their creative dispositions in a wide variety of contexts |
| Beschreibung: | 1 Online-Ressource (45 Seiten) 21 x 29.7cm |
| DOI: | 10.1787/5k4dp59msdwk-en |
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| spelling | Lucas, Bill Verfasser aut Progression in Student Creativity in School First Steps Towards New Forms of Formative Assessments Bill Lucas, Guy Claxton and Ellen Spencer Paris OECD Publishing 2013 1 Online-Ressource (45 Seiten) 21 x 29.7cm txt rdacontent c rdamedia cr rdacarrier OECD Education Working Papers Creativity is widely accepted as being an important outcome of schooling. Yet there are many different views about what it is, how best it can be cultivated in young people and whether or how it should be assessed. And in many national curricula creativity is only implicitly acknowledged and seldom precisely defined. This paper offers a five dimensional definition of creativity which has been trialled by teachers in two field trials in schools in England. The paper suggests a theoretical underpinning for defining and assessing creativity along with a number of practical suggestions as to how creativity can be developed and tracked in schools. Two clear benefits of assessing progress in the development of creativity are identified: 1) teachers are able to be more precise and confident in developing young people's creativity, and 2) learners are better able to understand what it is to be creative (and to use this understanding to record evidence of their progress). The result would seem to be a greater likelihood that learners can display the full range of their creative dispositions in a wide variety of contexts Education Claxton, Guy ctb Spencer, Ellen ctb https://doi.org/10.1787/5k4dp59msdwk-en Verlag URL des Erstveröffentlichers Volltext |
| spellingShingle | Lucas, Bill Progression in Student Creativity in School First Steps Towards New Forms of Formative Assessments Education |
| title | Progression in Student Creativity in School First Steps Towards New Forms of Formative Assessments |
| title_auth | Progression in Student Creativity in School First Steps Towards New Forms of Formative Assessments |
| title_exact_search | Progression in Student Creativity in School First Steps Towards New Forms of Formative Assessments |
| title_exact_search_txtP | Progression in Student Creativity in School First Steps Towards New Forms of Formative Assessments |
| title_full | Progression in Student Creativity in School First Steps Towards New Forms of Formative Assessments Bill Lucas, Guy Claxton and Ellen Spencer |
| title_fullStr | Progression in Student Creativity in School First Steps Towards New Forms of Formative Assessments Bill Lucas, Guy Claxton and Ellen Spencer |
| title_full_unstemmed | Progression in Student Creativity in School First Steps Towards New Forms of Formative Assessments Bill Lucas, Guy Claxton and Ellen Spencer |
| title_short | Progression in Student Creativity in School |
| title_sort | progression in student creativity in school first steps towards new forms of formative assessments |
| title_sub | First Steps Towards New Forms of Formative Assessments |
| topic | Education |
| topic_facet | Education |
| url | https://doi.org/10.1787/5k4dp59msdwk-en |
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