2. The rubric for creativity suggests that we can look for four things—variety of ideas and contexts; variety of sources (including personal experiences); whether the author has combined ideas to make something new; and whether he or she has communicated something interesting or surprising. Ask new questions to build upon an idea. How will your feedback help students grow more creative? Created product draws on a wide variety of sources, including different texts, media, resource persons, or personal experiences. Now, these are just some of the quality indicators you might create or use. They could also brainstorm fresh ways they might have approached the problem, written the poem, and so on. Teachers can give more complex feedback on more complex assignments. Brainstorming in any subject can be a creative activity. Copyright 2013 by ASCD. The rubric describes four levels of creativity—very creative, creative, ordinary/routine, and imitative—in four different areas—variety of ideas, variety of sources, novelty of idea combinations, and novelty of communication. A boy wrote an acrostic poem with the first letter of each line spelling out his name: A for "agressive" (unfortunately spelled incorrectly); N for "nutty"; and so on. Brookhart, S. M. (2010). No picture. Just as with all feedback, students need an immediate opportunity to use feedback on creativity. For information on how to reference and cite the VALUE rubrics, visit: How to Cite the VALUE Rubrics. Cambridge, MA: Harvard University Press. Created product is interesting, new, or helpful, making an original contribution that includes identifying a previously unknown problem, issue, or purpose. © Association of American Colleges and Universities He needed to know that he had used a prescribed format creatively—but he also needed to be challenged to check his spelling and use a ruler to make straight lines of text on posters. In social studies, asking students how the events that led up to World War I might be handled if they happened today fosters more creativity than asking students to discuss the causes of World War I. Ideas are copied or restated from the sources consulted. The picture looks similar to many other children's drawings. magazine and save up to Download and print the assessment in the creative arts 7-12 infographic for your staffroom (PDF257.96kb). 1703 North Beauregard St. She needed to know that her work was proficient—but she also needed to be challenged to work with more originality when writing poems. However, if you ask students to compare two specified characters and just give them choices about whether they want to write an essay, give a speech, or write a song, students will not have that opportunity. Don't forget to make them age- or grade-level appropriat… Creativity is not a synonym for clever, humorous, artistically pleasing, enthusiastic, or persuasive. I do not recommend grading creativity. Organize and reorganize ideas into different categories or combinations and then evaluate whether the results are interesting, new, or helpful. In these cases, a few words of feedback to each student would probably have sufficed. … 202-387-3760 | information@aacu.org 1818 R Street NW | Washington, DC 20009 Here's how to assess and give feedback about creativity and, in the process, help students become more creative in their work. Find source material in a wide variety of media, people, and events. So what kind of feedback did the teacher give? (Brookhart, 2010, pp. Pages 28-34. Alexandria, VA 22311-1714, February 2013 | Volume 70 | Number 5 128–129). This assignment was a giant missed opportunity for both students. Creativity is a simple concept that can be difficult to get your head around. Students who are able to put things together in new ways can observe things others might miss, construct more novel products, give more novel performances, use more unusual or unconventional imagery to make points, observe ordinary things and find in them an area to wonder about or a problem to solve, and the like. Make a copy of this rubric and begin editing the copy. Please see AAC&U's permission policies for more details and information about how to request permission. In mathematics, asking students to identify a problem for which multiplication would be useful in finding the solution requires more creativity from them than giving students a multiplication word problem to solve. The student must have a strong foundation in the strategies and skills of the domain in order to make connections and synthesize. Rubric Code: Q3X9A4 For example, a teacher might mention that her coffee cools too quickly in the cup and then ask students to brainstorm a list of things that might slow down the cooling process, write a hypothesis about each one, and design an experiment to test one hypothesis. Click on keywords to see similar products: Virtual Symposium on Building Trauma-Sensitive Schools, Leadership Institute for Legislative Advocacy. How to create and use rubrics for formative assessment and grading. Creative thinking, as it is fostered within higher education, must be distinguished from less focused types of creativity such as, for example, the creativity exhibited by a small child’s drawing, which stems not from an understanding of connections, but from an ignorance of boundaries. Although that may be true in general, only assignments that allow student choice in matters related to what the student is supposed to learn develop student creativity in the area under study. Let's examine two pieces of student work in terms of these teacher expectations (see fig. Assignments that require students to put two things together are also likely to promote creativity. Myriad opportunities for fostering creativity are right under our noses in school, because learning is a generative act. Instead of breaking … 3. The rubric is made up of a set of attributes that are common to creative thinking across disciplines. There are two types of rubrics: holistic and analytical. Ideas represent important concepts from the same or similar contexts or disciplines. The core expectations articulated in all 16 of the VALUE rubrics can and should be translated into the language of individual campuses, disciplines, and even courses. Ideas are combined in original and surprising ways to solve a problem, address an issue, or make something new. In fact, although it may be pressing too hard, I think I see a young man who has a good relationship with his mom and who likes to bake—or, at least, likes to eat what his mom bakes. The boy's work was more original. Subscribe to Link, embed, and showcase your rubrics on your website. Fifth graders were busy writing acrostic poems on small posters. Created product draws on only one source or on sources that are not trustworthy or appropriate. I'm saying that when teachers appraise creativity separately, additional opportunities for feedback arise. Last updated: 09-Dec-2019. Creativity Now! Bookmark this rubric for future reference. Now let's focus on creativity separately from the other criteria for the work. Student 2 included at least three polygons (a square, a trapezoid, and a rectangle). How to assess higher-order thinking skills in your classroom. Can creativity be an assessment category? Assignments that require students to produce new ideas or reorganize existing ideas in a new way are likely to foster student creativity. VALUE rubrics can also be used in commercial databases, software, or assessment products, but prior permission from AAC&U is required. Alexandria, VA: ASCD. Demonstrartion that instructions and concepts are understood. Recognize the importance of a deep knowledge base and continually work to learn new things. For example, while writing a poem about a sunset, a student who observes that moment when the sunset looks very much like a sunrise and makes the connection to other endings that can also foreshadow beginnings is more creative than a student who describes that moment as "red and fiery.". Created product is interesting, new, or helpful, making an original contribution for its intended purpose (for example, solving a problem or addressing an issue). I'm not saying that the boy doesn't need to know the names of his polygons or that his teacher should regard his work as evidence of this knowledge. The rubric describes four levels of creativity— very creative, creative, ordinary/routine, and imitative —in four different areas—variety of ideas, variety of sources, novelty of idea combinations, and novelty of communication. The utility of the VALUE rubrics is to position learning at all undergraduate levels within a basic framework of expectations such that evidence of learning can by shared nationally through a common dialog and understanding of student success. For example, in the write-a-melody music assignment, some melodies will sound very much like themes that other composers have written. Not all schoolwork, even performance assessments, supports this sort of thinking. It can be used for marking assignments, class participation, or overall grades.