Measuring Student Creativity Topic of New Report
This from
Erik Robelen at Curriculum Matters:
Can student creativity be
assessed in a meaningful way? Should it even be evaluated? And if so,
how? These are some of the questions explored in a new working paper
published by the global Organization for Economic Cooperation and
Development.
"Creativity is widely accepted as being an important outcome of schooling," according to the paper, by researchers at the Centre for Real-World Learning
at the University of Winchester in England. "Yet there are many
different viewpoints about what it is, how best it can be cultivated in
young people, and whether or how it should be assessed."
The research comes at a time when U.S. political and business leaders
increasingly are raising concerns about the need to better nurture
creativity and innovative thinking in young people. In fact, last year I
wrote about a push in several states to develop a "creativity index" for schools.
In the new paper, the researchers put forward a definition for
creativity focused on five "core dispositions." They field-tested their
work in a dozen schools. A creative mind, they say, is
• Inquisitive
(wondering and questioning, exploring and investigating, challenging assumptions)
• Persistent
(sticking with difficulty, daring to be different, tolerating uncertainty)
• Imaginative
(playing with possibilities, making connections, using intuition)
• Collaborative
(sharing the product, giving and receiving feedback, cooperating appropriately)
• Disciplined
(developing techniques, reflecting critically, crafting and improving)
Based on the field trials, the researchers reached three key conclusions:
First, they say it is possible to create an assessment instrument
that teachers find useful. Second, this framework seems most useful for
students ages 5 to 14. And finally, they emphasize that the "primary use
of the tool is enabling teachers to become more precise and confident
in their teaching of creativity and as a formative tool to enable
learners to record and better develop their creativity."
Put another way, the teachers showed little appetite for developing
an assessment intended to document student creativity and compare it
across students or schools.
Of course, experts often argue that assessments end up being used for
purposes well beyond what was initially conceived. So I can imagine
some folks may get a little nervous if measuring student creativity
picks up steam in this country. Policymakers may find it tempting to
start judging students, teachers, and schools on creativity.
To be clear, in my recent EdWeek story on creativity
indexes, I explained that the focus was not on measuring student
creativity, but rather gauging the extent to which schools provide
opportunities to foster creativity and innovative thinking. Advocates
said the idea was to promote a better balance in the curriculum, as well
as to ensure more campus offerings before and after school that foster
these qualities, especially in an era of high-stakes testing in reading
and math. I highlighted three states—California, Massachusetts, and
Oklahoma—where the matter was being explored.
In my reporting for that story, I heard from Robert J. Sternberg, an
expert in intelligence-testing from Oklahoma State University who has
studied creativity extensively. He said he was encouraged by the idea of
an index, but cautioned that there are risks.
"We don't want an index that trivializes creativity, such as by
counting numbers of activities that, on their surface, sound creative,
rather than exploring what is actually done in the activities to
encourage creativity," he said. "We don't want to encourage quantity
over quality of activities."
You can learn more about research on creativity in this 2011 EdWeek story.
1 comment:
Could it ever be conceivable that there are some qualities which are not measurable? Creativity, beauty, caring, etc? When did the quantitative wonks take over the work with the illusion that all things are measurable and that those implied measurements are a barometer of....what?
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