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

Research output: Contribution to journalArticle

Authors

Colleges, School and Institutes

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.

Details

Original languageEnglish
Pages (from-to)147-162
Number of pages16
JournalCambridge Journal of Education
Volume44
Issue number2
Publication statusPublished - 11 Feb 2014