An exploration of students’ perceptions and understandings of creativity as an assessment criterion in undergraduate-level studies within higher education

Abstract

The article reports on and discusses findings from a project to investigate students' perceptions and understandings of creativity as an assessment criterion within a specific context within the higher education curriculum. The study found that, although students were familiar with creativity as a requirement of course assessments across a great variety of disciplines, many had but a vague notion of what this meant in practice. Further, because of the need to 'validate' uncommon and emergent forms of assessment, many using digital media, students were often confused with the dual requirements to be both creative and original yet adhere to relatively rigid forms of academic literacy. The study also suggests that far more clarity is needed within and across subject areas when using creativity in assessment criteria. Finally, the authors make suggestions for further research into how creativity can be critically incorporated into assessments and consequently assessed purposefully and productively.

Perceções sobre criatividade: Estudo com estudantes do Ensino Superior

“…Mais de 80% destes alunos consideram como "importante" ou "muito importante" a criatividade para um bom desempenho académico e para o trabalho profissional futuro, assim como cursos promocionais de competências criativas na universidade, quer para alunos quer para docentes, tendo ainda afirmado o desejo de frequentar um desses cursos. Esta valorização está de acordo com poucos estudos feitos neste domínio (Dineen, 2007;Oliver et al, 2007;Walker & Gleaves, 2008). É, porém, de notar que a associação da criatividade ao desempenho escolar foi ligeiramente inferior à realizada face ao trabalho fora da Por sua vez, estes dados parecem coerentes com os resultados face à abordagem curricular dos conceitos de "criatividade/inovação" e de "sobredotação": verifica-se que são as CSH que mais afirmam a abordagem de tais conceitos e as CT que mais negam a abordagem da "criatividade/inovação".…”

“…Desmistificar criatividade surge como relevante, tal como em outros estudos (Oliver et cols., 2007;Walker & Gleaves, 2008), nomeadamente havendo uma abordagem explícita do tema (incluindo a abordagem curricular). Esta necessidade apareceu aqui mais enfatizada face às CT. Também a universidade poderá ser um local privilegiado para destruir estereótipos com consequências nefastas para a expressão criativa, particularmente encarando o género feminino.…”

What Teachers See as Creative Incidents in Elementary Science Lessons

“…McLaren (1999), however, suggests that perpetual innovation threatens stability and conformity and risks producing an anxious, uneasy society. Nevertheless, the economic and empowerment arguments prevail and facility with creative thought is a commonly stated goal of education at all levels and in all subjects (Fleming, 2008;Walker & Gleaves, 2008). For instance, the English government's education department urges teachers to exercise young children's creativity and problem solving skills across the primary school curriculum through publications such as Excellence and Enjoyment (DfES, 2003).…”

Teaching Practices for Creativity at University: A Study in Portugal and Brazil

“…Brook and Milner (2014, p. 135) affirm that it is difficult "for academics, used to being in a position of authority, to resile from that position", as the use of creative practices can demand more flexibility between teachers' and students' actions. It is questionable if higher education successfully manages to match society's need for creative transformation nowadays (MacLaren, 2012;Walker & Gleaves, 2008). McWilliam (2008) alerts that universities are not successfully updating their contents and methodologies, not only regarding the future, but also for the present moment.…”

“…dents' skills, teaching practices for creativity in higher education are an important issue to study (Grove-White, 2008;Walker & Gleaves, 2008). One of the most interesting sources for this research has been to inquire students about how they perceive their college teachers' practices, and if there is a focus on creativity in these practices (Slate, LaPrairie, Schulte, & Onwuegbuzie, 2011).…”