When is a choice not really a choice? Or when might choice make really bad assessment? In my last post I discussed the role of assessment in developing curriculum for creativity. I included the recommendation that assessments—even major assessments–sometimes include choice. We know choice is supportive of a climate of intrinsic motivation and creativity. But … Continue reading
This is the fourth in a series of posts on assessment FOR creativity, that is, classroom assessment that is not aimed at assessing creativity itself, but at assessing content in ways that support students’ creativity. Assessment for creativity entails at least three factors: Assessment FOR creativity builds intrinsic motivation through a sense of … Continue reading
Creativity killers. Sounds pretty scary—my immediate image is of brain-sucking aliens or some such thing, draining creative energies from the people around them. The reality is less dramatic but still pretty frightening. Last week I talked about the importance of intrinsic motivation in creativity. In fact, Amabile proposes a three-part model of creativity in which … Continue reading
