Creativity assessment

There is a great number of criteria and rubrics to assess language knowledge or communicative skills. Any creative task refers to individual or group work and is targeted at revealing student's self  and personality. This is an opportunity for a learner to bring their message to a partner, interlocutor. Thus, they should employ various language to make an impact on their partners, which could be part of an assessment criteria and feedback as it is presented in the webinar of Claire Steele about Creative feedback  Which aspects or categories you include into feedback and assessment of a creative task? 

I think, giving feedback is a powerful way to assess students' creativity. When teachers reflect on students' performance, I mean task achievement or the process they do, it provides valuable insights into their success and challenges. When feedback is timely and specific it helps students understand not only what they've done well but also where they can improve, which is crucial for growth.It also encourages students to think critically about their work and develop ideas, boosts their confidence. They see that their creative efforts are valued, whatever the final result. Feedback does not only assess but also foster students' creativity. I want to draw your attention to feedback on engagement and impact, because creativity is not only about creation itself, but also about communication and sharing with others. I often say,"You did a great job engaging your audience, but next time, try to vary your vocabulary".

Thank you, Assira, for your attitude to feedback and its role in learning. I've noticed that in your feedback you'd note varying vocabulary. How about assessing creativity which could be traced in content different from ordinary one or according to a template. Usually we refer to design speaking about creativity. But story plot could be different from others. So, it would be lovely to know if there are any criteria to assess creativity?

When providing feedback and assessment on a creative task, I would consider the following aspects or categories:
Language use: Assess the student's ability to effectively use a range of vocabulary, grammar structures, and language functions to convey their message creatively.
Creativity and originality: Evaluate the student's ability to think outside the box and come up with innovative ideas or approaches in their task..
Collaboration and teamwork (for group tasks): Assess the student's ability to work effectively with others, contribute positively to group dynamics, and achieve shared goals.
Self-expression and personality: Recognize and appreciate how the student's unique voice, style, and personality shine through in their creative work.
Critical thinking and problem-solving: Encourage students to analyze, evaluate, and reflect on their own creative processes and outcomes to continuously improve.
By considering these aspects in feedback and assessment, I aim to provide a well-rounded evaluation that not only focuses on language proficiency but also values creativity, self-expression, and critical thinking skills.

 Creativity assessment techniques, including divergent thinking tests, self-assessment inventories, reports of creative activities and accomplishments, ratings/rankings/nominations of people, judgments of products, and creative climate questionnaires, that is grounded in an examination of foundations for creativity assessment. The variety of assessment techniques available poses challenges and opportunities. Each approach focuses on different aspects of creativity. 

Assessing students can lead to very high achievements