Remember Me
Or use your Academic/Social account:


Or use your Academic/Social account:


You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.


Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message


Verify Password:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Lucas, Bill (2016)
Publisher: Taylor & Francis
Languages: English
Types: Article
Subjects: X300
Creativity is increasingly valued as an important outcome of schooling,\ud frequently as part of so-called “21st century skills.” This article offers a\ud model of creativity based on five Creative Habits of Mind (CHoM) and\ud trialed with teachers in England by the Centre for Real-World Learning\ud (CRL) at the University of Winchester. It explores the defining and tracking\ud of creativity’s development in school students from a perspective of formative\ud assessment. Two benefits are identified: (a) When teachers understand\ud creativity they are, consequently, more effective in cultivating it in\ud learners; (b) When students have a better understanding of what creativity\ud is, they are better able to develop and to track the development of their\ud own CHoM. Consequently, the Organisation for Economic Co-operation and\ud Development has initiated a multicountry study stimulated by CRL’s\ud approach. In Australia work to apply CRL’s thinking on the educational\ud assessment of creative and critical thinking is underway.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Amabile, T. (1996). Creativity in context. Boulder, CO: Westview Press.
    • Amabile, T., & Julianna, P. (2012). Perspectives on the social psychology of creativity. Journal of Creative Behavior, 46 (1), 3-15. doi:10.1002/jocb.001
    • Beattie, D. (2000). Creativity in art: The feasibility of assessing current conceptions in the school context. Assessment in Education: Principles, Policy & Practice, 7(2), 175-192. doi:10.1080/713613331
    • Berger, R. (2003). An ethic of excellence: Building a culture of craftsmanship with students. Portsmouth, NH: Heinemann Educational Books.
    • Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. London, UK: King's College.
    • Blamires, M., & Peterson, A. (2014). Can creativity be assessed? Towards an evidence-informed framework for assessing and planning progress in creativity. Cambridge Journal of Education, 44(2), 147-162. doi:10.1080/ 0305764X.2013.860081
    • Boud, D., & Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment & Evaluation in Higher Education, 31(4), 399-413. doi:10.1080/02602930600679050
    • Calik, M., & Coll, R. (2012). Investigating socioscientific issues via scientific habits of mind: Development and validation of the scientific habits of mind survey. International Journal of Science Education, 34(12), 1909-1930. doi:10.1080/09500693.2012.685197
    • Claxton, G. (2002). Building learning power. Bristol, UK: TLO.
    • Claxton, G. (2006). Cultivating creative mentalities: A framework for education. Thinking Skills and Creativity, 1(57-61).
    • Cooper, L., Benton, T., & Sharp, C. (2011). The impact of creative partnerships on attainment and attendance in 2008-9 and 2009-10. Slough, UK: NFER.
    • Cooperrider, D., & Whitney, D. (2005). Appreciative inquiry: A positive revolution in change. San Francisco, CA: Berrett-Koehler Publishers Inc.
    • Costa, A., & Kallick, B. (2002). Discovering and exploring habits of mind. Alexandria, VA: Association for Supervision and Curriculum Development.
    • Craft, A. (1996). Nourishing educator creativity: A holistic approach to CPD. British Journal of In-service Education, 22(3), 309-322. doi:10.1080/0305763960220306
    • Craft, A. (2008). Approaches to assessing creativity in fostering personalisation. Paper prepared for discussion at DCSF Seminar, October 3, Wallacespace, London, UK.
    • Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention. New York, NY: HarperCollins.
    • Cuoco, A., Goldenberg, E. P., & Mark, J. (1996). Habits of mind: An organizing principle for mathematics curricula. Journal of Mathematical Behaviour, 15, 375-402. doi:10.1016/S0732-3123(96)90023-1
    • Deakin-Crick, R., Sebba., J., Harlen, W., Guoxing, Y., & Lawson, H. (2005). Systematic review of research evidence of the impact on students of self- and peer-assessment. In Research evidence in education library. London, UK: EPPICentre, Social Science Research Unit, Institute of Education, University of London.
    • Dweck, C. (2006). Mindset: The new psychology of success. New York, NY: Random House.
    • Education Scotland. (2013). Creativity across learning 3-18. Edinburgh: Education Scotland. Retrieved from http:// www.educationscotland.gov.uk/Images/Creativity3to18_tcm4-814361.pdf
    • Ericsson, K. A. (2006). The influence of experience and deliberate practice on the development of superior expert performance. In K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 683-703). Cambridge, UK: Cambridge University Press.
    • Ericsson, K. A., Krampe, R., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363-406. doi:10.1037/0033-295X.100.3.363
    • Feist, G. (2010). The function of personality in creativity: The nature and nurture of the creative personality. In J. Kaufman & R. Sternberg (Eds.), The Cambridge handbook of education. Cambridge, UK: Cambridge University Press.
    • Getzels, J., & Jackson, P. (1962). Creativity and intelligence: Explorations with gifted students. Oxford, UK: Wiley.
    • Guilford, J. (1950). Creativity. American Psychologist, 5(9), 444-454. doi:10.1037/h0063487
    • Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Abingdon, UK: Routledge.
    • Hocevar, D. (1981). Measurement of creativity: Review and critique. Journal of Personality Assessement, 45(5), 450-464. doi:10.1207/s15327752jpa4505_1
    • Kaufman, J., & Sternberg, R. (Eds.). (2010). The Cambridge handbook of creativity. Cambridge, UK: Cambridge University Press.
    • Kautz, T., Heckman, J., Diris, R., Weel, B., & Borghans, L. (2014). Fostering and measuring skills: Improving cognitive and non-cognitive skills to promote lifetime success (OECD Education Working Papers, No. 110). Paris, France: OECD Publishing.
    • Koestler, A. (1964). The act of creation. New York, NY: Penguin Books.
    • Laudel, G. (2001). Creativity, collaboration and rewards: Why and how scientists collaborate. International Journal for Technology Management, 22(7/8), 762-781. doi:10.1504/IJTM.2001.002990
    • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
    • Leahy, S., & Wiliam, D. (2009). From teachers to schools: Scaling up formative assessment. Paper presented at: 2009 AERA Annual Meeting on Disciplined Inquiry: Education research in the circle of knowledge, San Diego, CA, USA.
    • Lindström, L. (2006). Creativity: What is it? Can you assess it? Can it be taught? International Journal of Art & Design Education, 25(1), 53-66. doi:10.1111/jade.2006.25.issue-1
    • Lucas, B., & Claxton, G. (2009). Wider skills for learning: What are they, how can they be cultivated, how could they be measured and why are they important for innovation. London, UK: NESTA.
    • Lucas, B., & Claxton, G. (2010). New kinds of smart: How the science of learnable intelligence is changing education. Maidenhead, UK: McGraw Hill Open University Press.
    • Lucas, B., Claxton, G., & Spencer, E. (2013). Progression in student creativity in school: First steps towards new forms of formative assessment (OECD Education Working Papers, No. 86). Paris, France: OECD Publishing.
    • Lucas, B., & Hanson, J. (2014). Thinking like an Engineer; Implications for the education system. London, UK: Royal Academy of Engineering. Retrieved from http://www.raeng.org.uk/publications/reports/thinking-like-an-engineerimplications-full-report
    • Ministerial Council on Education, Employment, Training and Youth Affairs. (2009). Melbourne declaration on educational goals. Melbourne, Australia. Retrieved from http://www.curriculum.edu.au/verve/_resources/national_ declaration_on_the_educational_goals_for_young_australians.pdf
    • National Advisory Committee on Creative and Cultural Education. (1999). All our futures: Creativity, culture and education. London, UK: DCMS and DfEE.
    • Office for Standards in Education. (2010). Learning: Creative approaches that raise standards. London, UK: Ofsted.
    • Perkins, D. (1995). Outsmarting IQ: The emerging science of learnable intelligence. New York, NY: Free Press.
    • Plucker, J., & Makel, M. (2010). Assessment of creativity. In J. Kaufman & R. Sternberg (Eds.), The Cambridge handbook of creativity (pp. 48-73). Cambridge, UK: Cambridge University Press.
    • Resnick, L. (1999). Making America smarter. Education Week Century Series, 18(40), 38-40.
    • Ritchhart, R. (2011). Making thinking visible. San Francisco, CA: Jossey-Bass.
    • Robinson, K. (2001). Out of our minds: Learning to be creative. Oxford, UK: Capstone Publishing.
    • Robinson, K. (2006). How schools kill creativity. Retrieved from http://www.ted.com/talks/ken_robinson_says_ schools_kill_creativity?language=en
    • Seligman, M., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55, 5-14. doi:10.1037/0003-066X.55.1.5
    • Spencer, E., Lucas, B., & Claxton, G. (2012). Progression in creativity-Developing new forms of assessment: A literature review. Newcastle: CCE.
    • Sternberg, R. (1996). Successful intelligence: How practical and creative intelligence determine success in life. New York, NY: Simon and Schuster.
    • Sternberg, R. (2005). Creativity or creativities? International Journal of Human-Computer Studies, 4-5(63), 370-382. doi:10.1016/j.ijhcs.2005.04.003
    • Torrance, E. (1970). Encouraging creativity in the classroom. Dubuque, IA: William C. Brown.
    • Treffinger, D., Young, G., Selby, E., & Shepardson, C. (2002). Assessing creativity: A guide for educators. Storrs, CT: The National Research Centre on the Gifted and Talented.
    • Vygotsky, L. (1978). Mind in society: The development of higher social processes. Cambridge, MA: Harvard University Press.
    • Wiliam, D. (2006). Assessment for learning: Why, what and how? Cambridge Assessment Network talk. In Excellence in assessment: Assessment for learning (p. 8). A supplement to the Cambridge Assessment Network “Assessment for Learning” seminar held September 15, 2006, Cambridge, UK: Cambridge Assessment Network.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article