In education, it seems like we are constantly assessing students based on content standards. We assess their ability to read, complete math problems, and incorporate certain elements into their writing. While these skills are important, it is becoming more important for students to learn how to think creatively and innovate. If 21st century skills like creativity and creative thinking are essential for our students to possess, why are we not assessing these skills?
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Teachers may think that assessing creativity isn’t possible. However, Grant Wiggins (2012) challenges this idea by saying, “we recognize creative thinking immediately when we see it.” When assessing work, it’s easy for students and teachers to recognize creativity. Wiggins goes on to describe an experience working with teachers to determine if stories are “boring” or “engaging.” Both students and teachers were able to recognize the difference between the two types of stories, and adding this element to assessment expectations allowed students to be more creative in their writing (Wiggins, 2012). Changing the way we assess students can actually change the way students participate in learning experiences.
In some ways, teachers may be creating assessments that diminish creativity in students. For example, Wiggins (2012) writes, “If rubrics are sending the message that a formulaic response on an uninteresting task is what performance assessment is all about, then we are subverting our mission as teachers.” This idea is very important when we think about the ways we assess students. While communicating our expectations to students is important, we can sometimes squander creativity when rubrics and assessments are too specific. Wiggins (2012) also speaks about a teacher who graded students’ oral presentations differently, saying “there are only two criteria: Was it factually accurate? Did it keep everyone fully engaged the entire time?” These expectations are clear, but also allows students to be creative in presenting their ideas. Students are not limited to specific expectations on a rubric, but instead are given the freedom to make their own choices about meeting the assignment’s expectations. I think this is necessary when assessing students. I think it would be meaningful to create rubrics with students. This process would allow students to identify important elements of an assignment. I also think a rubric should be somewhat open-ended as Wiggins suggests. A less descriptive rubric can provide students with choices and flexibility, allowing them to be creative.
Eric Isselhardt (2013) discusses a school’s transformation from traditional teaching practices to a project-based learning approach and states, “Rather than perceiving critical thinking as a ‘result’ (of directive teaching), we saw it as essentially an immersion mode in which exploration informs and develops students’ thinking processes.” At this school, thinking skills are integrated into teaching and daily learning experiences. The same idea can be applied to assessment. Instead of assessing student thinking at the end of a learning process, we can give students feedback throughout the experiences. James Paul Gee (2010) discusses how the structure of games can inspire classroom learning. In a video entitled “Grading with Games” he says, “One thing games don’t really do is separate learning and assessment … They’re giving you feedback all the time about the learning curve that you’re on.” As educators we know feedback is important for our students. However, we an provide students with regular feedback on their ability to think creatively in a maker-inspired lessons so that students can develop these important skills.
In order to assess creativity in students, it may be important to create some criteria for creativity. Wiggins (2012) provides a definition of highly creative work saying, “The ideas/materials/methods used are novel, striking, and highly effective. Important ideas/feelings are illuminated or highlighted in sophisticated ways. The creation shows great imagination, insight, style, and daring. The work has an elegant power that derives from clarity about aims and control over intended effects. The creator takes risks in form, style, and/or content.” Much of this description assesses the effectiveness of a students’ work to meet the needs of a particular audience. If I have discussions with students about the importance of these creative elements in their work and allow them to consider authentic audiences, I can then begin to assess student creativity using some of Wiggins standards.
Assessment is an important tool for teachers and students to reflect on learning. However, it’s important to keep in mind the effects our assessments have on student creativity. It’s important to ask ourselves, “Does this assessment allow student to be creative, or diminish it?”
References:
Edutopia. (2010, July 20). James Paul Gee on Grading with Games. [Video File]. Retrieved from https://www.youtube.com/watch?v=JU3pwCD-ey0
Isslehardt, E. (2013, February 11). Creating Schoolwide PBL Aligned to Common Core [Web log comment]. Retrieved from http://www.edutopia.org/blog/PBL-aligned-to-common-core-eric-isslehardt
Krebs, Denise. (2012, May 6). Creativity. [Digital Image]. Retrieved from https://www.flickr.com/photos/mrsdkrebs/7149966049/in/photolist-bTPrNH-MQChQ-dJiR9i-dYqdEA-WYWtEf-8NUpR2-s9GxHV-4zSqKQ-mM9yxo-5aiL1-2Zj1t-bicYsr-rH3o2C-3bWtYn-8AwtWe-efYVL-fkrrqL-7yiUxU-4Qjn9Q-nnrFSp-5Dzs4W-7Tk5RF-9fAACy-4Y5n5s-8Nr4dy-6Hmghg-5Dv1X8-iGXZPM-8NnYBp-qYNtHq-8Nr4nL-8Nr4wm-4Y5mWL-RMaDVm-iHbrGd-88H9hb-8Xwofx-6diy6S-8Xzr8d-opKr6-5tLtoq-o92Yg7-8Xzs7S-5Dv2ie-5Dv3cX-z49Ph-8XwniX-iGYxe8-7xi9eA-5Dv2Sg
Wiggins, G. (2012, February 3). On assessing for creativity: yes you can, and yes you should. [Web log comment]. Retrieved from http://grantwiggins.wordpress.com/2012/02/03/on-assessing-for-creativity-yes-you-can-and-yes-you-should/
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