More than appropriateness and novelty: Judges’ criteria of assessing creative products in science tasks

Long, Haiying

doi:10.1016/j.tsc.2014.05.002

Cited by 54 publications

(36 citation statements)

References 71 publications

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“…The pre‐service science teachers tended to identify the explanations as creative when they were correct, or when they demonstrated imagination, even if the explanations were implausible. In an American study, Long () asked 15 elementary school teachers to assess student responses to open‐ended, scientific questions for creativity using a holistic rating of 1 to 5, and to provide comments justifying their rating. The range of factors addressed in these comments differed for each teacher, leading the authors to suggest ‘that judgement about creativity is probably personal’ (p. 191).…”

Section: Resultsmentioning

confidence: 99%

Assessment of Creativity in K‐12 Education: A Scoping Review

Bolden

DeLuca

Kukkonen

et al. 2019

Review of Education

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Over the past two decades, creativity has emerged as one of the core 21 st century learning objectives within K-12 education systems around the world. While some literature has demonised assessment as something that inhibits creativity, a growing body of research supports feedback-driven teaching -also known as formative assessment or assessment for learning-as an effective pedagogical approach across contexts and content areas. Given this empirical foundation, we propose that assessment for learning holds powerful potential for helping students to learn about being creative. To examine intersections of creativity and assessment in K-12 educational contexts, we carried out the scoping review study reported here, with the aim of advancing understanding of how assessment can support and promote creativity in classroom contexts. Fifty-one research articles were selected for review, based on inclusion criteria which required that articles (a) reported the collection and analysis of quantitative or qualitative data, (b) addressed K-12 classroom or extra-curricular contexts, (c) addressed the formative or summative assessment of creativity for pedagogical intent, (d) were peer-reviewed, and (e) were published in English. Analysis of the research revealed two dominant and consistent themes. Firstly, multiple studies indicated the importance of defined criteria for effective and useful creativity assessment within K-12 classroom contexts. Secondly, a number of studies identified the particular value of self-assessment and/or reflection in supporting creativity. We discuss implications of these findings in relation to educational policies and practices that seek to promote creativity, and areas for future research.

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Section: Resultsmentioning

confidence: 99%

Assessment of Creativity in K‐12 Education: A Scoping Review

Bolden

DeLuca

Kukkonen

et al. 2019

Review of Education

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“…Creative products are the tangible results of the creative process' hands‐on experience and problem solving (Groenendijk, Janssen, Rijlaarsdam & van den Bergh, ; Long, ). The results of this study showed that, for the most part, cloud‐based m‐learning effectively improved student creative products in engineering design, as well as product novelty, value and elaboration.…”

Section: Discussionmentioning

confidence: 99%

“…The processes and products helped to explain the creative performance. Thus, creative performance included the creative processes and its products (Chang & Chen, ; Hong, Hwang & Tai, ; Long, ). The present study investigated how cloud‐based m‐learning affected students' creative performance in engineering design.…”

Section: Literature Reviewmentioning

confidence: 99%

Effects of cloud‐based m‐learning on student creative performance in engineering design

Chang¹,

Chen²,

Yu³

et al. 2015

Brit J Educational Tech

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This study explored the effects of cloud-based m-learning on students' creative processes and products in engineering design. A nonequivalent pretest-posttest design was adopted, and 62 university students from Taipei City, Taiwan, were recruited as research participants in the study. The results showed that cloud-based m-learning had a positive effect on creative performance in engineering design. It also improved the creative process in terms of presenting problems and of generating and validating responses. Additionally, cloud-based m-learning effectively improved overall performance, novelty, value and elaboration in designing creative products.

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“…This evaluation will reflect the outcome of the creativity process, namely a formulated idea, a prototype, a drawing or even a fully developed and marketed product according to the evaluation methods. The product is one of the six strands outlined to gain an understanding of the phenomenon of creativity (Long, 2014): process, product, person, place, persuasion, and potential. All these aspects can be evaluated however, as mentioned above, and this paper is focused on the outcome of the creativity process.…”

Section: Evaluation In Creativitymentioning

confidence: 99%

“…"The most popular product assessment technique" (Long, 2014) is the Consensual Assessment Technique (CAT) (Hennessey and Amabile, 1999). This is one of the 10 methods reviewed by Sarah Oman and her colleagues (Oman et al, 2013) who also proposed two methods for creativity concept evaluation during early design: the Comparative Creativity Assessment (CCA) and the Multi-Point Creativity Assessment (MPCA).…”

Section: Evaluation In Creativitymentioning

confidence: 99%