OECD Education Working Papers
This series is designed to make available to a wider readership selected studies drawing on the work of the OECD Directorate for Education. Authorship is usually collective, but principal writers are named. The papers are generally available only in their original language (English or French) with a short summary available in the other.
- ISSN : 19939019 (en ligne)
- https://doi.org/10.1787/19939019
Progression in Student Creativity in School
First Steps Towards New Forms of Formative Assessments
Creativity is widely accepted as being an important outcome of schooling. Yet there are many
different views about what it is, how best it can be cultivated in young people and whether or how it should
be assessed. And in many national curricula creativity is only implicitly acknowledged and seldom
precisely defined. This paper offers a five dimensional definition of creativity which has been trialled by
teachers in two field trials in schools in England. The paper suggests a theoretical underpinning for
defining and assessing creativity along with a number of practical suggestions as to how creativity can be
developed and tracked in schools. Two clear benefits of assessing progress in the development of creativity
are identified: 1) teachers are able to be more precise and confident in developing young people’s
creativity, and 2) learners are better able to understand what it is to be creative (and to use this
understanding to record evidence of their progress). The result would seem to be a greater likelihood that
learners can display the full range of their creative dispositions in a wide variety of contexts.
- Cliquez pour accéder
-
Cliquer pour télécharger le fichier PDF - 1.24MBPDF