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Personal Creativity Standards

What are the creativity standards you use to assess student work processes and outcomes?


This discussion post is part of the Adobe Education Exchange Professional Development Workshop, Creativity in Today’s Classroom: Assessing Creativity in Today’s Classroom


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Stephanie Klansek

Posted on 8/2/16 12:51:03 AM Permalink

Generate multiple ideas

Extend ideas through brainstorming, collaboration, writing, doodling, etc.

Allow ideas to incubate before moving forward

Formulate plans for the task but but follow plans with flexibility and open-mindedness

Take risks

Be willing to change course for a better outcome

Evaluate creative process and apply new insights to next task

Sarah Wascura

Posted on 7/29/16 12:47:39 PM Permalink

Creativity standards:

  • Make lists
  • Freewrite
  • Collaborate
  • Practice
  • Take risks
  • Be mindful
  • Don't define parameters for a finished product

DiAnne Galm

Posted on 7/18/16 2:35:12 PM Permalink

Brain storm-reflect and envision solutions

Contemplate-discuss and consider all ideas

Innovate-create something that reflects your vision

Modify-do not settle; make changes as you go

Take risks-you might surprise yourself

Aim high-don't settle for mediocrity; reach for exceptional

Bryan Nielsen

Posted on 5/16/16 9:34:10 PM Permalink

Create—make something happen.
Innovate—something unique and different—surprise yourself
Start early—never make your last submission be your first attempt
Fail harder—learn from your mistakes—you can do hard things
Be keen—recognize when creativity happens—act on it
Think—always outside the box
Stretch—aim for the moon, shoot for the stars
Exceed Expectation—it’s better to over perform than under deliver

Brian Snow

Posted on 5/3/16 9:15:55 PM Permalink

A common factor in all of my assignments is clarity of the message whether it be a photograph, video, or social media post, I want students to be creative and clearly connect with their audiences. A few of the standards I use are:

How do communication strategies differ as you craft messages for social, print, and broadcast media?

Identify how diversity and ethics affect how messages are created in a multi-cultural society.

Choose three cultures that reside in your community and create a communication campaign utilizing social, print and broadcast media to reach each audience with the same message emphasizing (insert topic).

Explore and create digital media content with appropriate mood and meaning for targeted audiences.

Cody Hassler

Posted on 3/20/16 1:53:13 AM Permalink

Standard - CC.1.4.5.K
Write with an awareness of style. • Use sentences of varying length. • Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

Standard - CC.1.4.5.M
Write narratives to develop real or imagined experiences or events.

Betsy Sergeant Snow

Posted on 3/10/16 5:23:29 AM Permalink

Students will provide a digital service to their community by addressing a need and producing a takeaway for the 'client.'

Teresa Witherell

Posted on 3/6/16 12:54:03 AM Permalink

Students will approach writing assignments from a uniques perspective.

Students will play with language to develop a diction that is as individual as they are.

Student individuality and life experiences will impact the creative process to produce poetry, essays, and compositions that reflect the uniqueness of each child.

Melanie Sherwood

Posted on 3/2/16 6:38:31 PM Permalink

I like to emphasize QUANTITY over QUALITY, sometimes students get stuck in trying to make it perfect, which stops them from taking risks. For each assignment they do they are asked to set a personal goal and reflect after the assignment what they did well and what they would like to do to improve in the next project or change if they redo the project. I'm also try to incorporate a variety of brain storming activities such as creating mind maps and image diaries.

Teri Samo

Posted on 2/19/16 5:41:28 PM Permalink

My students needed to complete a Team Project for my Business Principles class. I wanted something that was topical, but easily investigated to produce a business. My idea was that each Team would create a Food Truck to be placed somewhere on Campus that students, faculty, administration and staff could utilize. I was amazed the brainstorming that took place the night I introduce the idea. Because I had narrowed the focus they immediately had ideas. I was amazed at the variety of 'Trucks'. The students loved the activity and their presentations were much more creative than I had imagined. teri

Jay Maqsood

Posted on 2/13/16 2:20:42 AM Permalink

Student will explain a concept/skill/idea in a variety of ways.

Student will effectively apply a concept/skill/idea to a variety of problem situations

Student will reach a reasonable solition to a problem using limited tools/resources.

Student will create new media.

Jeff Simon

Posted on 2/1/16 8:43:30 PM Permalink

My assignments are very focused and task based as they learn motion graphics, web design, or VFX techniques. Below are the general guidelines I developed that will fit most of my creative/production assignments as part of a rubric. I would then add any other specific criteria per assignment.

  • Student uses tools efficiently.
    • Allows students to work outside of my production pipeline and discover other ways to achieve their design goals.
  • Student presents a purpose in their design.
  • The design meets any output constraints.
    • Broadcast Standards, canvas size, length of time
  • The design implements the main concepts of teh principles/theories/elssements the assignment was focused on.
  • The file was named and labeled correctly.


Claire Richards

Posted on 1/23/16 2:15:31 PM Permalink

Creativity and the ‘Key Ideas’ in Australian Technologies Curriculum

A large proportion of our curriculum is dedicated to teaching thinking skills, creativity essentially. I have interpreted them in my own words as a way for students to understand them.

Project Management

The first ‘Key Ideas’ topic sound dry and procedural however in practice ‘project management’ is about collaboration and having an organised creative process or systems.

Assessable Criteria - Collaboration, Organisation and Use of the Design Cycle When Relevant. Use of ICT productivity tools; multi-editor docs etc.

Systems thinking

Ecosystems and nature and even environmental management is a good metaphor for systems thinking. This relates to creativity in that it is about looking at a problem differently.

Assessable Criteria - Treated a problem as a component of a whole. Analysed both the details and the big picture.

Computational thinking

This is fantastic, there are limitless approaches to solving problems. Asking students to approach the same problem using two different strategies. What I find inspiring is that each individual person can use a different type of pattern to solve the same problem.

Assessable Criteria - Solving problems by 'organising data logically, breaking down problems into parts, interpreting patterns and models and designing and implementing algorithms.'

Design Thinking

I think that the best way to assess these is to have ‘visible learning’, Sir Ken Robinson. Is to ask students to both plan and reflect how they will use these in each task. To describe the thinking processes and approaches they used. My plan for assessing students 'Design Thinking' is to ask them to identify which steps of the cycle they are using.

Assessable Criteria - Using design tools and the design cycle!


Link to Icon Badges for the Key Ideas I created in Schoology
Link to Curriculum Key Ideas - The document I based the badges on.

Julie Terry

Posted on 12/4/15 6:05:20 AM Permalink

1. I explain the assignment to the class, show examples and inspirations so they can better visualize what I mean, and I answer their questions. The full instructions, support materials, grading rubric and the deadline for submissions are posted in Blackboard.

2. Students are required to do research and brainstorming for the assignment. They are required to submit notes showing their key wording and at least 10 thumbnail sketches.

3. I spend time with each student as they work through their ideas and select an approach, providing encouragement, guidance and feedback. If a student is "stuck," I ask questions and give them prompts to help them focus and get ideas flowing.

4. If an assignment is submitted that needs revisions and corrections, I communicate my feedback to the student and delete the first submission so they can rework the project and resubmit it.

5. The projects are presented in class for critique and discussion. Most of the time, the students greatly enjoy showing off their work, talking about their creative process and sharing what they learned while doing the project. When I critique the works I'm clear about what is good, what isn't working, what is innovative and original, and what seems stale or unfinished.

Caleb Clark

Posted on 10/14/15 7:17:00 PM Permalink

My Creative Standards 2015

  1. Investigate the, disciplines, crafts, mediums, programs, processes or any other aspects of your key interests and learn new ways of doing.

  2. Experiment with mediums freely and as often as possible. Be flexible and perceptive.

  3. Put forth Effort! If you have “no idea” play with something new until you have one! GO-GO-GO

  4. Do not abandon Ideas! Be relentless and make a Frankenstein project if you have to, just don’t give up! Show the projects, assignments and work who is the boss and create even if you stagger!

  5. Always have at least one Goal. This can be as basic or complex as you want to make it, but without a goal you have “no idea” what you are doing. Example: I will draw squares. < That is a goal! I will create the first fully functioning hover chair. < That is also a goal! Just have one!!!

  6. Respect the rules...and test them! Follow and work within Guidelines! These can be set by others; teachers, gallery directors, bosses, parents, yourself, etc. Always!!!! more important than rules are the guidelines. Within your academy, school, job or other institution there may be rules, but art and innovation constantly challenge rules!

These are the standards that I made in response to the workshop.

Claire Richards

Posted on 1/23/16 1:33:24 PM Permalink

I have been thinking about guidelines. I think at school students have too many guidelines and it's good for them to be given a blank page with no restrictions every now and again. However, working within a set criteria should not be dismissed as un-creative. So often it is the restrictions budget, time etc or a design brief, that demand creativity.

Kristen Baldridge

Posted on 8/7/15 5:28:14 PM Permalink

In the idea phase for projects - I have EVERY student develop 3 ideas. They don't receive a grade on the quality of their ideas but they have to present them to their group. The group then discusses the viability of each of the member's ideas and picks the top 2 from the group to present to the teacher.

This process forces each group member to develop an idea - without the fear of doing something wrong.

(no idea is a bad idea)

In many cases, students will take an idea from a quiet student who might be afraid to voice their idea and run with it.

daniel Mullings

Posted on 7/11/15 3:17:55 PM Permalink

Do they possess an understanding of their digital literacy skills used in their project?

How much technology has been used within the project (app smash min 2 apps)

Who made the decisions about what content and format is best to utilise (group work)

Will they change the way they practice things in other subjects?

How did technology and media shape their message that they were able to communicate.

Understanding how technologies and media can determine and influence the ways in which school subjects can be taught and learnt

Were any of your assumptions challenged

What barriers do you come across and how did you overwhelm them