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د. جوناثان ألان بلكر مركز سياسة التقويم والتعليم, أستاذ علم النفس التربوي والعلوم المعرفية في جامعة إنديانا الولايات المتحدة الأمريكية
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Teaching and Evaluating for Creativity and Innovation
Jonathan A. Plucker IEFE 2013
February 18-23, 2013
l Not discussing giftedness today, focusing on creativity in schools
l Useful web site for conceptions of giftedness: l http://www.intelltheory.com
Overview
l What is Creativity? l Major Types of Creativity Assessment l Quick Activity l Evaluating Creativity Programs
What is Creativity?
Why are there so many myths about creativity?
l Creativity is a construct that fascinates people.
l Most cultures revere creative works and the people who produce them.
l Both the creators and our societies like to keep the creative process mysterious.
l Research has reinforced these myths (unintentionally).
The #1 Myth …
l Creativity cannot be enhanced.
… Enhanceable?
l You would be surprised at the number of people who believe that myth.
l In fact, a surprisingly large % of my students don’t believe they are creative.
l EVEN IN CREATIVITY COURSES!
Should you... Take Risks?
Myth or Reality? Risk-taking is commonly associated with creativity.
Myth!!! (sort of)
Take Risks ...
l Not all risk is created equal.
l Blind risk-taking leads to injury and failure as often (if not more so) than to success.
Take Risks ...
l “Quitters never win, winners never quit, but those who never win and never quit are idiots.”
l Risk management is associated with long-term creative production.
Should you... Avoid Evaluation and
Myth or Reality? Creativity is enhanced when evaluation and external constraints are minimized.
External Constraints?
Myth!!!
Avoid Constraints ...
l How often in life do you work without constraints? Many of the most creative things
you’ve done have resisted the advice of others!
l Draw a penny l Amabile replication example
Constraints ...
l Learn how to work creatively within the constraints imposed both by yourself and others.
l When working with others, use sensible constraints and make sure that your expectations are clear.
An Alternative Model
l Our work is based on the belief that we can make any person, any group, any family, any company, any classroom more creative.
A Definition of Creativity Should Be Able to Explain …
l … that creativity may look different in different contexts.
l … that creativity is the result of a diverse set of influences.
l … that creativity is often in the eye of the beholder.
A Definition of Creativity Should Also Be Able to Explain …
l … how the behaviors of a 10-year-old may be creative while the same behaviors by a 40-year-old may not be creative.
l … why the work of schizophrenics may be original but not creative.
Our Definition
l Creativity is the interaction among aptitude, process, and environment by which an individual or group produces a perceptible product that is both novel and useful as defined within a social context. l Plucker, Beghetto, & Dow (2004)
For example …
Creativity and Intelligence
Creativity and intelligence are related….
But we are not sure how strong the relationship is.
Creativity and Intelligence Some new conceptions of intelligence include
creativity as an integral part. For example,
Sternberg’s Triarchic Model of Successful Intelligence:
Analytic Practical Creative
Major Types of Creativity Assessment
How do we measure Creativity?
1. Ask people how creative they are Pros: Easy, More reliable/valid than
you might think Cons: People’s perceptions are often
wrong, Very easy to fake if it’s “high stakes”
How do we measure Creativity?
2. Give people a creative personality test
For example: “I like to solve complex problems” “I have a vivid imagination” “I love to daydream”
How do we measure Creativity?
2. Give people a creative personality test
Pros: Harder to fake, Fairly reliable Cons: Still possible to fake, Overlaps
with general personality
How do we measure Creativity?
3. Past creative performance Pros: Also easy, More reliable than
self-report Cons: Relies on judgment of what to
put and honesty, Assumes student has had chance to use their creativity, not useful for young students
How do we measure Creativity?
4. Observation Pros: A lot more information than
relying on any type of self-report Cons: People usually don’t like being
observed, People act differently when observed, Lots of time
How do we measure Creativity?
5. A Divergent Thinking Test Most commonly used: Torrance Test of Creative Thinking. Also used: Guilford’s Alternate Uses Test
How do we measure Creativity?
5. A Divergent Thinking Test For example: Think of all of the different things that would happen if people did not need sleep. List as many as you can in the next two minutes.
How do we measure Creativity?
5. A Divergent Thinking Test These tests are scored according to four different criteria:
Fluency: How MANY did you list?
How do we measure Creativity?
5. A Divergent Thinking Test Flexibility: How many different CATEGORIES
did you list?
How do we measure Creativity?
5. A Divergent Thinking Test Originality: How UNIQUE or DIFFERENT were
your choices?
How do we measure Creativity?
5. A Divergent Thinking Test Elaboration: How DETAILED were your
responses?
How do we measure Creativity?
5. A Divergent Thinking Test Pros: Good reliability/validity, Some
evidence that these tests are related to positive job attitudes/performance
Cons: Time consuming, More
expensive, Possible to “cheat” if you know how it is scored
How do we measure Creativity?
6. Ratings People tend to agree on what is creative and what is not creative, even if their definitions of “creativity” are different.
How do we measure Creativity?
6. Ratings Any product can be rated for creativity -- a poem, a painting, a mathematical proof, a business plan, a grant proposal…
How do we measure Creativity?
6. Ratings Raters can be teachers and parents (for students), or bosses and experts (for workers)
How do we measure Creativity?
6. Ratings One technique that is often used is called the Consensual Assessment Technique.
How do we measure Creativity?
6. Ratings This technique involves analyzing all of the different products to be rated, and then assigning a score that compares the products to each other, NOT to a perfect ideal product.
How do we measure Creativity?
6. Ratings Some early research indicates that even non-experts can produce reliable and consistent ratings as long as they have some experience in the area.
How do we measure Creativity?
6. Ratings Pros: Very reliable, Can evaluate creativity in many different areas
Cons: Time consuming, Sometimes hard to find “experts,” Validity open to question
Creativity: Why Bother?
You can get more information about a student or employee by not only giving them a personality measure and/or an ability measure but ALSO a creativity measure.
Illuminating Activity
Instructions during assessment and evaluation are important.
Evaluating Creativity Programs
Recommendations
1. Use both quantitative and qualitative data 2. Focus on a range of outcomes 3. Use a range of measures 4. Use pre- and post-measure comparisons 5. Consider short-term and long-term
outcomes.
1. Qualitative and Quantitative Data
l We have good quantitative measures at our disposal.
l But some important aspects of creativity are hard to assess with an instrument
l So carefully constructed observations and qualitative surveys should also be used.
2. Range of Outcomes
l Creative production (i.e., “Being creative”) is the important goal …
l … but we know that changes in creative personality, creative attitude, and creative process are necessary for creative productivity.
l … as are changes to the creative environment.
3. Range of Measures
l We now have multiple good measures for most aspects of creativity.
l Using 2 or more helps mediate each instrument’s weaknesses …
l … and enhances their collective strengths.
4. Pre/Post Comparisons
l Although “pure” experiments are difficult in applied settings, at the very least these evaluations should include “before and after” comparisons.
l Including control or comparison groups is always a good idea.
5. Short/Long Term Outcomes
l We usually focus on short-term outcomes when evaluating education interventions.
l Research increasingly suggests that many short-term outcomes are hard to assess.
l Short-term outcomes may not be present … but long-term outcomes may emerge years later.