An Exploration of Students' Perceptions and Understandings of Creativity as an Assessment Criterion in Undergraduate-Level Studies within Higher Education

Autor/inn/en	Walker, Caroline; Gleaves, Alan
Titel	An Exploration of Students' Perceptions and Understandings of Creativity as an Assessment Criterion in Undergraduate-Level Studies within Higher Education
Quelle	In: Irish Educational Studies, 27 (2008) 1, S.41-54 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0332-3315
Schlagwörter	Higher Education; Creativity; Student Attitudes; Program Effectiveness; Undergraduate Students; Interviews; Student Experience; Learning Modules; Evaluation Criteria; Creativity Tests; Interdisciplinary Approach; Knowledge Level; Foreign Countries; Evaluation Research; United Kingdom + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Kreativität; Schülerverhalten; Interviewing; Interviewtechnik; Studienerfahrung; Learning module; Lernmodul; Creativity test; Kreativitätstest; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Wissensbasis; Ausland; Evaluationsforschung; Großbritannien
Abstract	The article reports on and discusses findings from a project to investigate students' perceptions and understandings of creativity as an assessment criterion within a specific context within the higher education curriculum. The study found that, although students were familiar with creativity as a requirement of course assessments across a great variety of disciplines, many had but a vague notion of what this meant in practice. Further, because of the need to "validate" uncommon and emergent forms of assessment, many using digital media, students were often confused with the dual requirements to be both creative and original yet adhere to relatively rigid forms of academic literacy. The study also suggests that far more clarity is needed within and across subject areas when using creativity in assessment criteria. Finally, the authors make suggestions for further research into how creativity can be critically incorporated into assessments and consequently assessed purposefully and productively. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10