This tool comprised of 5 habits and 15 sub-habits of creativity:
- Inquisitive (wondering and questioning, exploring and investigating, challenging assumptions)
- Persistent (sticking with difficulty, daring to be different, tolerating uncertainty)
- Imaginative (playing with possibilities, making connections, using intuition)
- Collaborative (sharing the product, giving and sharing feedback, cooperating appropriately)
- Disciplined (developing techniques, reflecting critically, crafting and improving)
- The concept of an assessment framework for creativity in schools is valid and relevant. There was a strong sense among teachers that our framework encompassed a learnable set of dispositions. There are strong grounds for now seeking to develop a more sophisticated prototype, of use to teachers and learners, to track the development of creativity in schools.
- The framework should initially focus on the 5-14 age range, although some practitioners may find it useful with younger and older pupils.
- The evidence suggests that the primary use of any assessment framework will be formative, supporting pupils to harness more of their creativity and helping teachers more effectively to cultivate creative dispositions in the young people they teach.
Recommendations for further development include from the team include:
- Maintaining the emphasis on the learnability of creativity;
- Development of training materials and ‘best practice’ resources for teachers;
- Incorporating the tool into schools’ reporting systems;
- Separation of the sub-habits back into three distinct sub-habits;
- Scrutinising language and selecting a clearly legible printed font;
- Developing best practice;
- Developing a more formative tool to point pupils to areas for development;
- Capturing ‘breadth’ more systematically in the tool;
- Developing a more systematic evidence collection process;
- Developing the tool for the virtual environment; and
- Trialling the tool with the ‘unconverted’.
Fascinating. So it IS possible.
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