1. What recommendations would you give if we
were to use creativity assessments as a means for identifying gifted students?
Donald Treffinger, Grover Young, Edwin Selby,
and Cindy Shephardson (2002) provide useful information with regards to
creativity assessment. There
are three recommendations that I would give if we were
to use creativity assessments as a means for identifying students: students
should be assessed for creativity in more than one way; teachers should have
openness to help their students achieve; and there should be training available
to teachers about assessing creativity.
As Treffinger et al. (2002) suggested, I would recommend
using more than one way to assess student creativity. In chapter four, they
discuss the systematic assessment, which is a fair and meaningful approach to
students who may be identified. Students can be assessed in four ways in this
systematic approach: behavior and performance, self-report, rating scales, and
tests. Behavior and performance is an important key in assessing students’
creativity. Educators can observe the students’ creativity in their products,
performances, and accomplishments. Some students become motivated and show
their creativity when there is an assignment that they want to complete. A
self-report is a self-assessment. Students should get the opportunity to
explain how they think they are creative. Rating scales are used to get an
outlook from other teachers, parents, and friends of the student. These
individuals may provide specific descriptions or qualities of creativity that
the student possesses. Tests can be used to measure creativity if it is done in
an appropriate way. Creativity is difficult to assess, and if teachers are
aware of the various creativity assessments, they may be able to identify more
students who may have been overlooked. Teachers who use numerous creativity
assessments have an opportunity to observe creativity in their students.
Teachers also should have openness regarding
their students. Openness is the a tendency
to
accept
new
ideas
or methods. Teachers can strive for an “openness and courage to explore ideas [which
include] some personality traits that relate to [the students’] interests,
experiences, attitudes, and self-confidence” (Treffinger et al., 2002, p. 15). Teachers
often fail to realize that they can learn from their students. Having openness
is having the humility to try to understand students’ point of views regarding
critical thinking or creativity. Teachers can strive to accept students’ way of
thinking and encourage them to reach their full potential.
Problems in assessing student creativity occur when teachers are
misinformed or unaware of the research available in the field of creativity. It
is important for teachers to recognize that there are many perceptions of the
term “creative,” and there are many ways to assess creativity in students.
There are also many ways to encourage students to be creative regarding
academics. Educators have the power to encourage students. Too often, creativity
is not encouraged in schools, and students may feel inadequate if teachers have
a different opinion on what creative means. By providing workshops and
conferences about creativity, teachers may acquire a better understanding of
how to reach students in their classroom overall.
2. What are the challenges we face in
assessing creativity?
There a few challenges educators face when
they assess creativity. First, there is no set definition for the term
creativity. Second, assessment involves more than just measurement. Third, tests that assess creativity are
limited. Last, it is a challenge to identify creative abilities in a
meaningful way.
In their study, Treffinger et al. (2002) discuss
how to assess creativity. Creativity is a difficult term to define. The authors
note that there is no universal definition that has been accepted. The main challenge regarding
assessments for creativity is there is no set definition of the term
creativity. “[The teachers’] understanding of what creativity
means, or [their] definition of the term, will have a major influence on
the characteristics [they] consider essential to assess and on the kinds of
evidence and assessment tools [they] decide to use” (Treffinger et al., 2002,
p. 5). Because educators have different ideas or exposure to creativity, they
may not agree with how to assess their students. For example, some teachers may
believe it is creative for students to take a different approach on a homework
assignment; however, other teachers may see this approach as disrespectful.
Some teachers believe that students have to complete assignments the way they
assign them while others may view the students’ approach as a out-of-the-box
thinking.
According to Treffinger et al. (2002), there
is more involved with assessment rather than only measuring student
performance. Assessment requires collecting and synthesizing data to determine
students’ strengths and weaknesses. Assessing creativity is a very difficult
process. “Creativity assessment might be regarded as an
attempt to recognize or identify creative characteristics or abilities among
people or to understand their creative strengths and potentials” (Treffinger et
al., 2002, p. 23). If teachers do not realize how to assess the potential of
their students’ creativity, then they cannot provide
their students with adequate support. Educators also need to be able to have a
broad perspective of creativity when they are assessing their students.
Creativity, as mentioned before, is not an easy term to define. When educators decide
what is creative or not in the classroom, they may not realize that they can negatively
affect the students’ dispositions. I have completed tasks in different ways,
and some people do not appreciate my approach. They have told me that what I
did was stupid. People have different opinions about what creativity is and
what it is not. Educators need to promote creativity in their classroom in a
positive way, so students can be unique and creative in their own way without
feeling inadequate.
Tests that assess creativity are limited. “When we are dealing with the
strongest, most inspiring aspects of all human behavior, we must exercise great
caution to be fully respectful of our limitations and of the perils of seeking
to apply a number, a category, or a label to the characteristics and needs of
individuals” (Treffinger et al., 2002, p. 30). Tests can be used appropriately
to assess student creativity to an extent, but it should not be the only tool
used. The authors discuss that no test is completely free of errors. Teachers
should be cautious when using tests as a main approach to identify creativity
in students. It can be detrimental to students’ dispositions regarding school.
The last challenge is to understand how “to identify creative
abilities and potential creative strengths among children or adolescents in a
fair and meaningful way” (2002, p. 41). Treffinger et al. (2002) suggest
for educators to assess creativity in a variety of ways. The table below shows
four ways that teachers can assess their students to help ensure it is
meaningful and fair to students.
|
Data Source
|
Not Yet Evident
|
Emerging
|
Expressing
|
Excelling
|
|
BEHAVIOR OR PERFORMANCE DATA
|
|
|
|
|
|
SELF-REPORT DATA
|
|
|
|
|
|
RATING SCALES
|
|
|
|
|
|
TESTS
|
|
|
|
|
3. How do the characteristics and indicators
of creativity assist the students in their academic learning and the teachers
in planning curriculum?
The characteristics and indicators of
creativity include analyzing, synthesizing, reorganizing, redefining,
evaluating, seeing relationships, desiring to resolve ambiguity or bringing
order to disorder, and preferring complexity or understanding complexity (Treffinger
et al., 2002, p. 15). These characteristics are skills that should be taught
throughout school. Teachers can incorporate these skills into their lessons.
When students understand how each of these characteristics work, then they will
have the skills to further their understanding in any subject area. Treffinger et al. (2002) “often
refer to the characteristics associated with digging deeper into ideas as
higher-level thinking abilities. People exhibit these characteristics by
looking beyond the obvious to perceive gaps, paradoxes, needs, or missing
elements” (2002, p. 14). I believe that when students look beyond the typical
outlook of a situation, they are creative. When teachers use these skills and
teach them in their classroom, their students will reach a new level of
creativity. Student motivation and confidence will peak because they are able
to “dig deeper” into the content. Often times, concepts are discussed at
surface level, which can create a dull learning environment. If students are
able to dig deeper, they can further their understanding at a more rapid pace.
Teachers who are aware of these ideas and concepts can share their
understanding with other teachers. Taking the time to introduce these ideas and
concepts to their students, these educators will be able to encourage students
to use these skills efficiently and effectively.
Reference
Treffinger, D., Young, G., Selby,
E., & Shepardson, C. (2002). Assessing
creativity: A
guide for educators. Sarasota, Florida: The
National Research Center on the Gifted and Talented.
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