She teaches courses in Website Development, Desktop Publishing and Imaging Technologies, Technology through Engineering and Design, Game Art & Design, and Ceramics. Jennifer completed her Ed.D. in Technology Education in Spring, 2012 at North Carolina State University. Her primary research interests involve ways of fostering and assessing creativity and problem solving in technology education. Jennifer's work is informed by her past experiences working as a technical theatre teacher and in visual art.

This paper examines the relationship between creative self-efficacy and creative outcomes for students participating in an engineering summer camp at a major research institution. The case has been made for an increased emphasis on creativity in technology and engineering education yet, a perceived inability to assess creativity in students' work coupled with a lack of research in this area has prevented the inculcation of instructional strategies promoting creativity in STEM classrooms. In order to identify instructional strategies that help promote creativity in design, it is important to examine the relationship between students' creative self-efficacy and their creative outcomes as measured by the Consensual Assessment Technique (CAT). High school students participating in a weeklong engineering summer camp engaged in an engineering design challenge that produced a physical and/or working model. Images of the resulting models, technical drawings, and poster presentation materials were displayed on a website which was accessed by a team of nine independent expert raters. Creative outcomes were evaluated using a web-based version of the CAT as measured by the expert raters. Online survey software featuring a series of Likert-type scales was used for ratings. The raters viewed project images on larger computer screens and used iPads to input their assessments. Student participants also completed a self-reporting creative selfefficacy inventory scale. Using nonparametric bivariate correlation researchers investigated the relationship of creative outcomes and creative self-efficacy. Results of the study found no association between students' self-efficacy and their creative outcomes. This study also reported on the inter-rater reliability of the web-based version of the CAT and its discriminant validity. Results proved that the web-based version of the CAT is a valid and reliable means of measuring student's creative outcomes. The results and implications for K-12 technology and engineering education are discussed in this report.

is a lecturer in Graphic Communications and Technology, Design and Engineering Education in the Department of STEM Education at North Carolina State University in Raleigh, NC. She teaches courses in Website Development, Desktop Publishing and Imaging Technologies, Technology through Engineering and Design, Game Art & Design, and Ceramics. Jennifer completed her Ed.D. in Technology Education in Spring, 2012 at North Carolina State University. Her primary research interests involve ways of fostering and assessing creativity and problem solving in technology education. Jennifer's work is informed by her past experiences working as a technical theatre teacher and in visual art.

The field of technology and engineering education has identified creativity as essential to its mission 1. However, a perceived inability to assess creative attributes of students' work has often precluded creativity instruction in the classroom. The Consensual Assessment Technique (CAT) has shown promise in a variety of domains for its potential as a valid and reliable means of creativity assessment. Relying upon an operational definition of creativity and a group of raters experienced in a given domain, the CAT offers the field of engineering education an assessment method that has demonstrated discriminant validity for dimensions of creativity as well as for technical strength and aesthetic appeal. This paper reports on a web-based adaptation of the CAT for rating student projects developed during a week-long engineering camp. High school students were charged with designing a green roof with design constraints related to water management, medium used, plant life, and structural integrity. Images of resulting scale models, technical drawings and poster presentation materials were displayed on a website which was accessed by a team of seven independent raters. Online survey software featuring a series of Likert-type scales was used for ratings. The raters viewed project images on larger computer screens and used iPads to input their assessments. This effort extended the accessibility of the CAT to raters beyond limitations of geographic location. This paper reports on the inter-rater reliability of the web-based CAT instrument as well as the discriminant validity for purposes of measuring creativity apart from other measured project dimensions. The authors discuss recommendations and implications of this user interface arrangement as it pertains to the practical digital implementation of the CAT.