A Five-Dimensional Model of Creativity and its Assessment in Schools

By Bill Lucas. 2016

145 citations recorded by the source corpus.

ABSTRACT Creativity is increasingly valued as an important outcome of schooling, frequently as part of so-called “21st century skills.” This article offers a model of creativity based on five Creative Habits of Mind (CHoM) and trialed with teachers in England by the Centre for Real-World Learning (CRL) at the University of Winchester. It explores the defining and tracking of creativity’s development in school students from a perspective of formative assessment. Two benefits are identified: (a) When teachers understand creativity they are, consequently, more effective in cultivating it in learners; (b) When students have a better understanding of what creativity is, they are better able to develop and to track the development of their own CHoM. Consequently, the Organisation for Economic Co-operation and Development has initiated a multicountry study stimulated by CRL’s approach. In Australia work to apply CRL’s thinking on the educational assessment of creative and critical thinking is underway.

Subfields: Cognitive Neuroscience, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/5f13e311dec6cad02366ddb5086939d8965c2a45

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In Cognitive Neuroscience

  1. Q. Maire
  2. Esther Doecke

In Education

  1. Q. Maire
  2. Esther Doecke

In Experimental and Cognitive Psychology

  1. Q. Maire
  2. Esther Doecke

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