This article consists of short quotations from the author's chapter 'Creative Learning' written for the Routledge International Handbook of Creative Learning. It argues that, when assessing creativity, we should look for fitness to purpose as well as inventiveness, and that creativity can be assessed and recognised in a wide range of activities and curriculum areas. This is followed by extracts from the author's generic rubric for assessing creativity (2012) in order to illustrate the kind of guidelines which teachers might find helpful. |
