Encyclopedia of Educational Innovation

Living Edition
| Editors: Michael A. Peters, Richard Heraud

Assessing Creativity in Formal Education

  • Nicholas Houghton
  • Tony ReevesEmail author
Living reference work entry
DOI: https://doi.org/10.1007/978-981-13-2262-4_67-1

Introduction

This chapter examines the challenges of assessing creativity in formal education. It does not consider the various ways of measuring an individual’s creative aptitude or potential using established mechanisms such as the Torrance Tests of Creative Thinking (TTCT). Instead, the focus is on presenting the components of creativity that can be clearly identified during a program of formal education in order to guide more robust assessment.

In many contexts, the notion of assessing creativity can be challenging. Much formal education has been predicated on rote learning and assessed through students’ ability to repeat what they have been taught. There are also contexts where this is not the case, for example, in arts education or where students are expected to analyze and think for themselves. However, only rarely has the latter been identified as creativity. What is clear is that in order to assess creativity, it is necessary to explain what it is.

What Is Creativity in...

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References

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Copyright information

© Crown 2019

Authors and Affiliations

  1. 1.Department of Research and EducationUniversity for the Creative ArtsFarnhamUK

Section editors and affiliations

  • Christopher Wilson
    • 1
  • Sarah Hayes
    • 2
  • Petar Jandrić
    • 3
  1. 1.Aston UniversityBirminghamUK
  2. 2.Aston UniversityBirminghamUK
  3. 3.Department of Informatics and ComputingZagreb University of Applied SciencesZagrebCroatia