Can creativity be assessed? Towards an evidence-informed framework for assessing and planning progress in creativity
Date
2014
Authors
Blamires, M.
Peterson, A.
Editors
Advisors
Journal Title
Journal ISSN
Volume Title
Type:
Journal article
Citation
Cambridge Journal of Education, 2014; 44(2):147-162
Statement of Responsibility
Conference Name
Abstract
This article considers the role of constructions of creativity in the classroom and their consequences for learning and, in particular, for the assessment of creativity.Definitions of creativity are examined to identify key implications for supporting the development of children's creativity within the classroom. The implications of assessing creativity in order to aid its development within and across subjects are explored through the consideration of existing frameworks for assessing and supporting creativity. Enablers for creative teaching and learning are considered in order to propose a model of assessment and development for creativity
School/Discipline
Dissertation Note
Provenance
Description
Link to a related website: http://pure-oai.bham.ac.uk/ws/files/56790282/Blamires_Peterson_Can_creativity_be_assessed_Cambridge_Journal_of_Education_2014.pdf, Open Access via Unpaywall
Access Status
Rights
Copyright 2014 University of Cambridge