Does Assessment Kill Student Creativity?

By R. Beghetto. 2005

172 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/165dff87ee5ea178b8ac598c67bc1fa2b5881524

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In Cognitive Neuroscience

In Experimental and Cognitive Psychology

Citations in the corpus

What core competencies are related to teachers' innovative teaching? (2013, background): “Innovative evaluation means that the teacher uses a variety of evaluation methods and assessment, not to judge the students but to help them to understand better (Beghetto, 2005).”
Beyond Big and Little: The Four C Model of Creativity (2009, background): “…is more pressing at the mini-c and little-c level because an individual’s interest and commitment in the particular creative endeavor (e.g., chess, science, cooking) is still emerging and external rewards may be more salient than and, in turn, swamp their intrinsic interest (Beghetto, 2005).”
Creative Learning and Innovative Teaching: Final Report on the Study on Creativity and Innovation in Education in EU Member States (2010, methodology): “Adopting a democratic definition of creativity, what is referred to in the literature as "little c" (Beghetto, 2005; Sharp, 2004) in education is fundamental, recognizing the potential of all students to be or to become creative (Esquivel, 1995).”
Creative Self-Efficacy: Correlates in Middle and Secondary Students (2006, background): “For students to be willing to take the intellectual risks necessary to express their creativity, teachers must enact classroom practices, policies, and procedures that are supportive of creative expression (Beghetto, 2005; Nickerson, 1999; Tighe, Picariello, & Amabile 2003).”
Toward a broader conception of creativity: A case for "mini-c" creativity. (2007, background): “Ideational code-switching, like other practical suggestions for supporting creativity (e.g., Beghetto, 2005; Piirto, 2004; Sternberg & Grigorenko, 2004), highlights the importance of skilled others recognizing the value of mini-c creativity while at the same time introducing novices to the socially…”
Ideational code‐switching: Walking the talk about supporting student creativity in the classroom (2007, background): “Indeed, students will not be inclined to express their ideas unless they genuinely believe that their ideas will be welcomed and heard (Beghetto, 2005; Black & Wiliam, 1998; Kennedy, 2005; Nickerson, 1999).”
Creative potential in educational settings: its nature, measure, and nurture (2015, background): “At the classroom level, assessment, limitation of choices, pressure to conform, competition, and rote learning can compromise the development of creativity (Beghetto 2005; Kudryavtsev 2011).”