Can creativity be assessed? Towards an evidence informed framework for assessing and planning progress in creativity

Blamires, M. and Peterson, A. (2014) Can creativity be assessed? Towards an evidence informed framework for assessing and planning progress in creativity. Cambridge Journal of Education, 44 (2). pp. 147-162. ISSN 0305-764X.

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Abstract

This article considers the role of constructions of creativity in the classroom and their consequences for learning and, in particular, for the assessment of creativity. Definitions of creativity are examined to identify key implications for supporting the development of children’s creativity within classroom. The implications of assessing creativity in order to aid its development within and across subjects are explored through the consideration of existing frameworks for assessing and supporting creativity. Enablers for creative teaching and learning are considered in order to propose a model of assessment and development for creativity.

Item Type: Article
Uncontrolled Keywords: Creativity; curriculum; assessment; professional development
Subjects: L Education > LB Theory and practice of education
L Education > LC Special aspects of education > LC0980 Types of education > LC1001 Humanistic education. Liberal education > LC1022 Computer-assisted education
L Education > LC Special aspects of education > LC0065 Social aspects of education > LC0066 Economic aspects of education
Divisions: pre Nov-2014 > Faculty of Education
Depositing User: Mr Michael Blamires
Date Deposited: 28 Oct 2013 14:47
Last Modified: 14 Aug 2015 12:51
URI: https://create.canterbury.ac.uk/id/eprint/12350

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Last edited: 29/06/2016 12:23:00