Audrey Wrobel
Administrative Assistant

The Creativity Rubrics Taught in “Assessing Creativity in Today’s Classroom”

Assessment Published 7/8/17 Last updated on 5/16/18

A summary of what I learned by taking this course. I hope it helps!

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Age Levels
Research and Information Fluency, Creativity and Innovation, Critical Thinking Problem Solving and Decision Making

This is just a glossy overview of a course that is available here. It only consists of the basic concepts I picked up from "Assessing Creativity in Today’s Classroom." It is by no means comprehensive, and meant for reference purposes only.

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Shafiq Rehman

Posted on 9/7/19 6:38:08 PM Permalink

Thanks for sharing

Ahmed Belal

Posted on 11/29/18 2:39:18 AM Permalink

​Thanks for Sharing

Lukas Engqvist

Posted on 7/22/17 6:49:45 PM Permalink

​Great resource, thank you for sharing.

For my mind i prefer to have lower to higher left to right, and give highly creative the value 4, since this would more clearly communicate higher value is better. But I know the is a western bias reading left to right and thinking that higher is better. It is a quick thing to change if I need to.

Audrey Wrobel

Posted on 8/17/17 3:38:07 AM Permalink

​I plan to share with the faculty I will be teaching at my school a lot of the resources everyone has developed here for assessing creativity: the add-on course you guys included about it is absolutely wonderful! Plus, all those rubrics you guys added to our course are terrific, too.

I probably should have added more of them to my latest teaching material (the "Stepping Into the Creative Process with Adobe Photoshop Fix" one), come to think of it.

I feel you on 4 being a higher number than 1, but I think the numbers are arbitrary until we define them. Must they be ranked? (Inverted) pyramid style or appearing as a matrix, instead? The numbers just seem to confuse that we all have the capacity for being creative, so I find the point of these rubrics is mainly to open our minds to more ways we could be expressing creativity in order to offer more specific feedback in particular situations.

I plan to make a point of that we do not measure it precisely the same for, say, typography, as we do, say, for portraiture. Our critiques for each will involve different concepts and related jargon, not to forget alternate histories and techniques.

It is altogether quite a lot to consider, too, with how closely it relates to established design concepts, imagination and the ideals about originality as perhaps perceived as more artful than, say, fair use (replication) and the other proclaimed 8 forms of it.