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Educational Leadership:Creativity Now!:Assessing Creativity

Educational Leadership:Creativity Now!:Assessing Creativity
Susan M. Brookhart This assignment was a giant missed opportunity for both students. The girl's work was a skillful replication of things she'd seen before. All the words were simple, the school spirit theme was a common one, and the point of her drawing was to duplicate the school mascot. She needed to know that her work was proficient—but she also needed to be challenged to work with more originality when writing poems. The boy's work was more original. What was missing in the teacher's feedback is easy to diagnose—her criteria for success were too limited—but it's harder to put right. Here's how to assess and give feedback about creativity and, in the process, help students become more creative in their work. What Is Creativity? Creativity is a simple concept that can be difficult to get your head around. What does it look like when schoolwork is original and of high quality? Not all schoolwork, even performance assessments, supports this sort of thinking. Stimulating Creative Thinking

http://www.ascd.org/publications/educational-leadership/feb13/vol70/num05/Assessing-Creativity.aspx

Related:  Creativity and Imagination in Education EDFD460good ideasCuriosity & RigorAssessment

Progression in Creativity: developing new forms of assessment Posted on 24 Apr, 2012 Authors: Ellen Spencer, Bill Lucas and Guy Claxton Institution: Centre for Real World Learning, University of Winchester The Physics Of Productivity: Newton’s Laws Of Getting Stuff Done In 1687, Sir Isaac Newton published his groundbreaking book, Mathematical Principles of Natural Philosophy, which described his three laws of motion. In the process, Newton laid the foundation for classical mechanics and redefined the way the world looked at physics and science. What most people don’t know, however, is that Newton’s three laws of motion can be used as an interesting analogy for increasing your productivity, simplifying your work, and improving your life.

Scaffolding for Deep Understanding How CAN we help our students be the kind of thinkers we want? My friend and colleague, @brendasherry, recently wrote a thoughtful post called What is Deep Understanding? She asked several excellent questions: what is deep understanding? can schools really provide the learning environment to nurture and develop it? 10 strategies for lightning-quick feedback students can REALLY use Using homework assignments to give feedback is pokey. Inefficient. Slow. Think about the length of the feedback loop for traditional homework assignments: Teacher assigns homework to students.Students take it home (maybe) and work on it (maybe).Students turn it in the next day.Teacher grades and provides comments that night (if not completely swamped with other work)Teacher returns assignment the next day with feedback

Assessing Creativity in the Classroom: It Needs to Happen! April 22 2014, Volume 1, Issue 3, No. 24 Andrew Miller currently serves on the National Faculty for the Buck Institute for Education and ASCD. He has given presentations and workshops at many conferences including the National Association for Multicultural Education, ISTE, ASCD, the International Reading Association, the National Council for Teachers of English, and iNACOL’s Virtual Schools Symposium. Andrew is also an avid blogger and writer for a variety of organizations including ASCD, Edutopia and the Huffington Post. Driving Question: How Can We Assess Creativity in the Classroom? How To Stop Being Lazy And Get More Done - 5 Expert Tips Some days the to-do list seems bottomless. Just looking at it is exhausting. We all want to know how to stop being lazy and get more done.

Punctuation in novels Punctuation in novels When we think of novels, of newspapers and blogs, we think of words. We easily forget the little suggestions pushed in between: the punctuation. But how can we be so cruel to such a fundamental part of writing? Inspired by a series of posters, I wondered what did my favorite books look like without words. Success criteria and rubrics This Professional Learning module explains the role played by success criteria (criteria for assessment) and explores rubrics as one example of success criteria. The learning intention of a lesson or series of lessons tells students what they should know, understand and be able to do, and the success criteria help teachers to decide whether their students have in fact achieved the learning intention. Importantly, the success criteria also answer the same question from the point of view of the student: How will I know whether I've achieved the learning intention? The term 'success criteria' was coined in the UK. It is synonymous with 'assessment criteria' but, instead of reminding students of their (perhaps negative) experiences of being assessed, this term focuses (much more positively) on students' ability to succeed.

Questions to foster thinking and creativity How do students learn critical thinking? How can creative thinking be taught or learned? How can students be engaged in their own learning? How do some students become better at forming their own questions? The Duckworth Lab NEW! Measurement matters: Assessing personal qualities other than cognitive ability for educational purposes. If grit and self-control are so important, should schools and policymakers measure them? The answer to this simple question is a little complicated. See this article, co-authored with David Yeager for our perspective (pdf).

25 Ways to Develop 21st Century Thinkers The need to develop critical thinkers has never been as urgent as it is now. In a world that is digitally focused and where there is an outpouring of information surfeit, students need to be equipped with the right tools to live up to the new learning exigencies. Critical thinking as a skill is the mother of all other skills and one that underpins and solidify students overall learning.

Performance-Based Assessment: Reviewing the Basics Recently, I attended a workshop on performance-based assessments. I walked into the workshop a complete skeptic thinking this was just another education fad, but by the end of the first day, I was hooked! I was eager to work with teachers on creating performance-based assessments, but I did a little research first. Yes, You Can Teach and Assess Creativity! A recent blog by Grant Wiggins affirmed what I have long believed about creativity: it is a 21st-century skill we can teach and assess. Creativity fosters deeper learning, builds confidence and creates a student ready for college and career. However, many teachers don't know how to implement the teaching and assessment of creativity in their classrooms. While we may have the tools to teach and assess content, creativity is another matter, especially if we want to be intentional about teaching it as a 21st-century skill. In a PBL project, some teachers focus on just one skill, while others focus on many. Here are some strategies educators can use tomorrow to get started teaching and assessing creativity -- just one more highly necessary skill in that 21st-century toolkit.

Five Reasons to Stop Saying "Good Job!" (**) - Alfie Kohn September 2001 By Alfie Kohn NOTE: An abridged version of this article was published in Parents magazine in May 2000 with the title “Hooked on Praise.” For a more detailed look at the issues discussed here — as well as a comprehensive list of citations to relevant research — please see the books Punished by Rewards and Unconditional Parenting. Para leer este artículo en Español, haga clic aquí.

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