Switching on the Creativity Gene: A Co-Creation Assessment Initiative in a Large First Year Genetics Course

Autor/inn/en	Colson, Natalie; Shuker, Mary-Ann; Maddock, Louise
Titel	Switching on the Creativity Gene: A Co-Creation Assessment Initiative in a Large First Year Genetics Course
Quelle	In: Assessment & Evaluation in Higher Education, 47 (2022) 8, S.1149-1166 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Colson, Natalie) ORCID (Shuker, Mary-Ann) ORCID (Maddock, Louise)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2021.2011133
Schlagwörter	Genetics; Collegiality; Science Instruction; Student Attitudes; Creativity; Task Analysis; Online Courses; Introductory Courses; Undergraduate Students; Student Empowerment; Peer Evaluation; Teaching Methods; Student Evaluation; Teacher Student Relationship; Soft Skills; College Faculty; Science Teachers; Audiences; Cooperative Learning; Student Projects; Evaluation Methods; Foreign Countries; Diseases; Computer Software; Australia + Suchen Sie Ihr Suchwort? Humangenetik; Kollegialität; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Kreativität; Aufgabenanalyse; Online course; Online-Kurs; Einführungskurs; Studienberechtigung; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Spectator; Zuschauer; Kooperatives Lernen; Schulprojekt; Ausland; Disease; Krankheit; Australien
Abstract	Creativity is an important twenty-first century skill often overlooked in higher education curricula, particularly in the sciences. Students need opportunities to practice and demonstrate their creativity and gain an awareness of the importance of such skills to enhance their graduate capabilities. One way is to embed creativity into course assessment and link it to an employability context. This article describes how we used a staff-student co-creation framework to develop a group project assessment task encouraging 400+ first-year online students to express their creativity and demonstrate graduate attributes. We were also interested in students' perspectives of empowerment, collegiality and authenticity. Our findings indicate the task enabled student groups to generate a diverse array of creative educational products for varied audiences. Most students valued the opportunity to express their creativity and were able to see the connection with creativity and other soft skills along with future opportunities and achievements. The group work aspects of the task helped many students feel connected to their peers and in control of their assessment. Students perceived that this assessment task reflected multiple aspects of authenticity. We demonstrate co-created creative assessment can be undertaken in large first year science classes to facilitate student learning and capability development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01