Thinking Outside of the Box: How is

Creativity Assessed?

Esma ŞENEL
Beykent University
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Thinking outside of the box.

Producing someting original, novel, new or valuable.

New solutions to problems.

Being imaginative and lateral.

Seeing the World different from others.

Common Misconceptions About Creativity

Runco (1999), Sharp (2004), Beghetto (2007b) as cited in Ferrari et al. (2009) p.17
Guildford Test of Divergent Thinking

• Fluency (Generate many ideas, solutions or possibilities).

• Flexibility (Generate a wide range of ideas, seeing things from
different perspectives).
• Originality (Seek new, unusual and different ideas).
• Elaboration (Give specific details to enhance your product).
Torrance Test of Creative Thinking
• Figural Form

• Verbal Form

• Threshold Hypothesis
Examples
• Fluency: Create a list of animals that are wild.
• Flexibility: Categorize the wild animals (can fly,
aquatic, terricole,etc.)
• Originality: Invent a new animal in 10 mins.
• Elaboration: What does your new animal look
like ? What does it eat? Where does it live?
Observe and Evaluate
• Ellis, S. & Barrs, M. (2008). The assessment of Creative Learning.
• Encourage critical reflection
Train children to evaluate and reflect critically on their own ideas.
Let them assess the value of their own products.
Use learner diaries regularly or self-assessment sheets.
Reflective continuum
Give children a sheet with four to six areas for reflection and self-assessment on a
continuum, e.g.
I didn’t make an effort ______________ I did my best.
I didn’t use interesting words ________ I used interesting words.
Self-assessment dictation
YES SO SO NO
I worked hard I co-operated I felt stressed
 REFLECTIONS
Some challenges:
• When students struggle to generate ideas, SCAFFOLD:
Provide selection of ideas for them to choose, then ask them to make
some adaptation of their own.
• When students struggle to persist, DIVIDE the challenges into smaller
tasks.
The ‘‘big picture’’ is sometimes too intimidating.
• When students struggle to transfer knowledge into new contexts, BE
A ROLE MODEL:
Provide a ‘‘mini lesson’’ on the skill/knowledge needed and
demonstrate how it connects to the task.
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