A Five-Dimensional Model of Creativity and Its Assessment in Schools

Autor/in	Lucas, Bill
Titel	A Five-Dimensional Model of Creativity and Its Assessment in Schools
Quelle	In: Applied Measurement in Education, 29 (2016) 4, S.278-290 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1080/08957347.2016.1209206
Schlagwörter	Creativity; Foreign Countries; Creative Development; Formative Evaluation; Educational Assessment; Creative Thinking; Critical Thinking; Partnerships in Education; Elementary School Students; Secondary School Students; Australia; United Kingdom (England) + Suchen Sie Ihr Suchwort? Kreativität; Ausland; Education; assessment; Bewertungssystem; Kreatives Denken; Kritisches Denken; Hochschulpartnerschaft; Sekundarschüler; Australien
Abstract	Creativity is increasingly valued as an important outcome of schooling, frequently as part of so-called "21st century skills." This article offers a model of creativity based on five Creative Habits of Mind (CHoM) and trialed with teachers in England by the Centre for Real-World Learning (CRL) at the University of Winchester. It explores the defining and tracking of creativity's development in school students from a perspective of formative assessment. Two benefits are identified: (a) When teachers understand creativity they are, consequently, more effective in cultivating it in learners; (b) When students have a better understanding of what creativity is, they are better able to develop and to track the development of their own CHoM. Consequently, the Organisation for Economic Co-operation and Development has initiated a multicountry study stimulated by CRL's approach. In Australia work to apply CRL's thinking on the educational assessment of creative and critical thinking is underway. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01