Assessing Creativity? - Slides

Introduction

Assessing creativity?

Mark Taylor-Batty

Workshop Theatre

School of English

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Criteria used for assessment 1

WT criteria for assessing practical work

Translation of Source Material to the Stage.

For the purposes of assessing practical work it is considered important that:

1. an understanding of stage convention and dramatic form is apparent in the translation of source/stimulus material for performance;
2. there is evidence of appropriate and imaginative use of dramatic techniques as a means by which to explore source/stimulus material;
3. there is evidence of the ability to select and synthesise dramatic material arising out of the rehearsal process;
4. the appropriate means of communicating dramatic material to specified audiences has been selected;
5. the final presentation demonstrates the ability to deal with complex dramatic structures comprising narrative and thematic material;
6. the approach chosen by the cast/group in the process of rehearsal/devising is articulated to the spectators as an element of the final product/presentation.

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Criteria used for assessment 2

WT criteria for assessing practical work

2. Individual Engagement with Group Creative Processes:

In assessing the significance of individual input in group-based practical work, it is considered important that there is evidence of:

1. individual initiative and input within a group process.
2. individual commitment to a harmonious collaborative process, in which ideas offered by other group members are treated with due consideration, and decisions about which ideas to pursue are negotiated by consensus.
3. an awareness of the need for constructive criticism and analysis of work in progress.
4. individual discipline and the careful organisation of time.

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Criteria used for assessment 3

WT criteria for assessing practical work

3. Performance/Practical Skills:

In assessing individual and group performances, it is considered important that there is evidence of:

1. an engagement with and understanding of the dramatic material being offered in performance;
2. an understanding of the effective use of stage space;
3. a supportive relationship with other performers having been developed;
4. an awareness of creative interaction with the audience;
5. the ability to communicate through performance the ideas developed in the rehearsal/devising process;
6. an awareness of and, where appropriate, a creative use of the technical elements of performance.

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The 'learning journal'

The use of the 'learning journal'

Criteria for assessment of learning journal:

1. Regular upkeep and satisfactory completion of the journal.
2. The degree to which it is evident that students have explored topics raised in the sessions through personal study.
3. The degree to which it is evident that students have examined and engaged with concepts and problems that have arisen in discussions or as a result of practical work.
4. The success and impact of the student's communication of any insight gained.

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The 'learning contract'

The use of the 'learning contract'

A pedagogic tool, not a tool of assessment Getting students to think about how their work might relate to the criteria that will be used to assess it.

Getting students to focus on aims, objectives and possible outcomes of research

Getting students to consider methodologies

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Assessing Creativity?

Assessing creativity?

1. assessing the students' understanding of a body of knowledge;
2. judging their ability to think critically about that knowledge and the use to which that knowledge can be put;
3. considering their ability to communicate these perceptions.

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