Day Seven

Assessing Creativity and Designing for Demonstration

According to Ken Robinson, creativity is based on three things - process, originality, and value. But that all sounds incredibly subjective. How can we define the criteria in practical ways? What is relevant for the assessment?

FOR CLASS SEVEN READ:

Brookhart's Assessing Creativity
Flores's Alternative Assessments and Feedback in a "Maker" Classroom in Meaningful Making 1
Flores's (and Rodriquez's) Peer and Self-Assessment in Maker Education and Classrooms in Meaningful Making 1

REFLECTING ON SPACES

What inspired you?
What was challenging to you?
What to you hope to replicate?
What did you find that you could see yourself incorporating from each?

Deconstructing Learning

We can't have a makerspace without deconstruction!

What do we learn from taking things apart?
How could deconstruction be used in making?
How can we assess deconstruction projects in makerspaces?

Let's make cheese!

Assessing Creativity

Grant Wiggins, one of the authors of Understanding by Design, also writes a great deal about assessment. One thing he looks at is assessing creativity. He believes we can assess creativity and that educators often believe assessment may stifle creativity. (Yet we'll assess communication or collaboration.)

What creative criteria can we make practical?
What creative criteria can we put on continuums?
How do we give feedback in spaces if we're not assessing?
How (and why) might we use self-assessment in makerspaces?
How (and why) might we use peer assessment in makerspaces?
Remember, Bloom's most popular taxonomy (below) generally assess ONLY cognitive knowledge...what about skills and attitudes/beliefs?

Let's build a rubric!

Building Assessments for Creativity

What's the use in creating them without testing them?!

Delicious Design Challenge

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