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Lee-Anne Plastoon 28 April 2014
Transcript of Assessment
Creativity and Imagination?
The mapping and tracking (see appendix 2)
framework allows teachers to record as they
watch students working on a creative project as well
as ask questions of students during the process.
Evaluating Creativity and Imagination in the Classroom
Sure the Final Product is important but it is in the Process where the real imaginative and creative behaviours take place (Savage & Fautley 2007).
Is a self-reflective process that intends to
promote student attainment.
Refers to the assessment of learning and summarises the development of learners at a particular time.
Both have value
To establish what students do well and where they need extra support to develop their creative behaviour (Redmond 2004).
the frame with your assessment.
Observe and record behaviour (Arts Council
Use ICT to
When assessing creativity in students there are no right or wrong answers (Spencer, Lucas & Claxton 2012).
Using ICT in the Assessment Process
RealSmartcloud offers many ways to record
your creative progress (refer to ICT page).
Vacaroo is a creative way to give feedback. It
also allows students to make their own
Googledocs is an interactive program that can be used to
allows students to critically reflect and
record their own progression.
Black and William as cited in Savage and Fautley (2007) suggest specific feedback on students' strengths and weaknesses is very important in improving learning.
Specific related questioning is an important tool that enables students to begin self-reflection and critically analysis (Ellis 2009).
Summative assessment is useful when the final
product is being graded (see appendix 1). Formative assessment is the collection of evidence of the creative
process to further inform and chart the
direction for ongoing creative development
(Savage and Fautley 2007).
Portfolios (see Smartcloud in ICT page) and e-portfolios and programs such as googledocs provide a valuable source of evidence of students' work and and a record of their process and product (Ellis 2009)
The individual creative jigsaw (see appendix 4) can be used by both teacher and students - as a prompt to remind students of what they need to consider while working. Students can take specific pieces of their own jigsaw aside as they notice their own behaviours, put it together and follow up with either verbal or written reflection. As teachers observe behaviour they can give the students pieces of the puzzle as well. Students can add to the blank template.
Creative and imaginative learners build on previous knowledge and use their imagination to create and reconfigure ideas in innovative ways (Savage and Fautley 2007)