Progression in student creativity in school

first steps towards new forms of formative assessments

Research output: Contribution to journalArticleResearchpeer-review

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Abstract

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 trialed 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.
Original languageEnglish
Pages (from-to)81-121
JournalProgression in student creativity in school: first steps towards new forms of formative assessments
Volume6
Issue number2
Publication statusPublished - 1 Nov 2014

Keywords

  • creativity
  • school
  • formative assessment
  • progress

Cite this

Lucas, B., Claxton, G., & Spencer, E. (2014). Progression in student creativity in school: first steps towards new forms of formative assessments. Progression in student creativity in school: first steps towards new forms of formative assessments, 6(2), 81-121.
Lucas, Bill ; Claxton, Guy ; Spencer, Ellen. / Progression in student creativity in school : first steps towards new forms of formative assessments. In: Progression in student creativity in school: first steps towards new forms of formative assessments. 2014 ; Vol. 6, No. 2. pp. 81-121.
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Lucas, B, Claxton, G & Spencer, E 2014, 'Progression in student creativity in school: first steps towards new forms of formative assessments', Progression in student creativity in school: first steps towards new forms of formative assessments, vol. 6, no. 2, pp. 81-121.

Progression in student creativity in school : first steps towards new forms of formative assessments. / Lucas, Bill; Claxton, Guy; Spencer, Ellen.

In: Progression in student creativity in school: first steps towards new forms of formative assessments, Vol. 6, No. 2, 01.11.2014, p. 81-121.

Research output: Contribution to journalArticleResearchpeer-review

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Lucas B, Claxton G, Spencer E. Progression in student creativity in school: first steps towards new forms of formative assessments. Progression in student creativity in school: first steps towards new forms of formative assessments. 2014 Nov 1;6(2):81-121.