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Can creativity be assessed? Towards an evidence-informed framework for assessing and planning progress in creativity

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dc.contributor.authorBlamires, M.
dc.contributor.authorPeterson, A.
dc.date.issued2014
dc.descriptionLink 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
dc.description.abstractThis 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
dc.identifier.citationCambridge Journal of Education, 2014; 44(2):147-162
dc.identifier.doi10.1080/0305764X.2013.860081
dc.identifier.issn0305-764X
dc.identifier.issn1469-3577
dc.identifier.urihttps://hdl.handle.net/1959.8/158106
dc.language.isoen
dc.publisherRoutledge
dc.rightsCopyright 2014 University of Cambridge
dc.source.urihttps://doi.org/10.1080/0305764X.2013.860081
dc.subjectcreativity
dc.subjectcurriculum
dc.subjectassessment
dc.subjectprofessional development
dc.titleCan creativity be assessed? Towards an evidence-informed framework for assessing and planning progress in creativity
dc.typeJournal article
pubs.publication-statusPublished
ror.mmsid9915910136101831

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