k-2 creativity rubric - ephrata area school district...creativity)rubric:)kindergarten32nd)grade))...
TRANSCRIPT
A powerful creator/creative thinker develops ideas, connections and solutions to create something novel for an aesthetic and/or practical purpose.
Creativity Rubric: Kindergarten-‐2nd Grade
Learning Goal
Novice – 1 Emerging – 2 Proficient -‐ 3 Exemplary -‐ 4
I can create my own ideas for a task.
Idea Generation
• Student is unsure aboutwhat is expected so anyidea is scattered orunfocused
• Generally mimics ideasfrom others (ratherthan creating newideas) that are relatedto the task
• Creates new ideas thatare related to the task
• Creates a range of newideas by consideringlots of possibilities,looking more closely atkey information, orreexamining the task
I can use my best ideas to do the task
Creative Production
• Student needssignificant assistance indeveloping an idea orselecting which idea touse to do the task.
• Selects idea(s) to usebut the productiondoes not fully line upwith what the task wasasking
• Selects idea(s) to usethat meet the goals ofthe task
• Selects idea(s) to gobeyond what the taskexpects (e.g. attentionto detail, application toa new topic)
Creativity Rubric-‐ Grades 3-‐5
A powerful creator/creative thinker develops ideas, connections and solutions to create something novel for an aesthetic and/or practical purpose.
Learning Goal Novice – 1 Emerging -‐ 2 Proficient -‐ 3 Exemplary -‐ 4
I can generate new ideas to complete a task or challenge.
Idea Generation
Student creates a small number of ideas to meet the challenge, but the ideas do not clearly connect to the challenge.
Creates a small number of ideas to meet the challenge.
Creates an acceptable number of ideas to meet the challenge; ideas include enough detail to spark a creative process.
Creates a large number of clear ideas to meet the challenge; uses a unique and imaginative approach when generating ideas.
I can explore new ideas
Openness and Courage to Explore
Student displays a lack of tolerance for ambiguity; usually stops exploring ideas when presented with challenges.
Displays low tolerance for ambiguity; sometimes perseveres when presented with challenges. Has a somewhat clear vision of the end product or performance.
Is beginning to demonstrate openness to ambiguity in exploring ideas; usually perseveres when presented with challenges.; shows a clear vision of the end product or performance.
Consistently perseveres when presented with challenges; shows confidence and ability to take risks. Is beginning to develop curiosity, flexibility, and openness to ambiguity in exploring ideas.
I can use my best ideas to create a
product or performance.
Creative and Productive Innovation
Student creates a product or performance, but the product does not clearly address the challenge and is not considered to be useful or unique. (May simply replicate an existing product.) Shows an inability to reflect on the quality of work.
Creates a product or performance that is directly related to the challenge or problem. Product is somewhat useful and unique. Reflects somewhat accurately on the quality of work.
Uses ideas to create a product or performance that is directly related to the challenge or problem. Product is useful and unique. Provides an explanation of the innovation process with some clarity of the challenge. Reflects accurately about the quality of work.
Provides a thorough description of the problem, investigation, or challenge, including all important details. In his/her own words. Creates a large number of clear ideas to meet the challenge; uses a unique and imaginative approach when generating ideas.
Creativity Rubric- Grades 6-8 A powerful creator/creative thinker develops ideas, connections and solutions to create something novel for an
aesthetic and/or practical purpose.
Performance Area
Novice - 1 Emerging - 2 Proficient - 3 Exemplary - 4
Idea Generation
Shows an inability to grasp the problem, investigation, or challenge.
Generates few ideas; offers ideas that are often vague and relate loosely to the challenge.
Defines the problem, investigation, or challenge, but explanation lacks clarity and may impact idea generation.
Communicates ideas to meet the challenge, but the volume is not sufficient to spark a creative process; ideas are somewhat connected to the challenge at hand.
Clearly defines the problem, investigation, or challenge in a manner that builds a framework for idea generation.
Generates a sufficient volume of clear ideas to meet the challenge; ideas closely address the challenge and are sufficiently detailed to spark a creative process.
Generates a high volume of clear ideas to meet the challenge.
Takes an original, unique, and imaginative approach to idea generation; offers ideas that are broad in their diversity.
Shows skill in asking open-ended questions that lead to the generation of original ideas.
Asks, “Is my idea really new?” Clearly explains information acquired from researching precedents.
Creative Production and Innovation
Creates a product or performance that has a vague or incomplete connection to the task. Provides an explanation of the innovation process and how
Uses ideas to create products or performances that are directly related to the challenge or problem. Provides a somewhat clear explanation of the
Uses ideas to create a product or performance that is directly related to the challenge or problem. Provides a clear explanation of the innovation
Always exhibits diligence and ethical behavior in producing creative works.
Uses convergent thinking
Creativity Rubric- Grades 6-8 A powerful creator/creative thinker develops ideas, connections and solutions to create something novel for an
aesthetic and/or practical purpose.
Performance Area
Novice - 1 Emerging - 2 Proficient - 3 Exemplary - 4
the product addresses the challenge, but explanation is unclear.
Product is not considered to be useful or unique by the broad, target audience and is not considered to be creative by experts. (May simply replicate an existing product.)
innovation process and how the product addresses the challenge.
Product is considered to be somewhat valuable and unique by the broad, target audience and is considered by experts to be somewhat creative.
process and how the product addresses the challenge.
Product is considered to be valuable and unique by the broad, target audience and is considered by experts to be creative.
skills and/or design thinking strategies as appropriate to develop creative ideas into tangible solutions or contributions.
Demonstrates a high degree of adaptability in the production of creative products or performances (e.g., making do with what is at hand to reach goals.
Expression
Has difficulty making the transition between an idea and a concrete representation of that idea in a form that is suitable to share.
Can express ideas, but not necessarily in a form that is suitable for the assigned task.
Is able to express an idea in a concrete form that is suitable for the assigned task.
Is able to express ideas in a new and profound way.
Self-Regulation/ Reflection
Rarely analyzes and questions one’s own creativity and innovation with accuracy. (Does the student assess the quality of his/her ideas? Show perseverance? Dedicate enough
Sometimes analyzes and questions one’s own creativity and innovation with accuracy. (Does the student assess the quality of his/her ideas? Show perseverance? Dedicate enough
Often analyzes and questions one’s own creativity and innovation with accuracy. (Does the student assess the quality of his/her ideas? Show perseverance? Dedicate
Is highly reflective and shows a strong capacity for self-critique. (Does the student assess the quality of his/her ideas? Show perseverance? Dedicate enough time and
Creativity Rubric- Grades 6-8 A powerful creator/creative thinker develops ideas, connections and solutions to create something novel for an
aesthetic and/or practical purpose.
Performance Area
Novice - 1 Emerging - 2 Proficient - 3 Exemplary - 4
time and effort to the creative process? Reflect on the amount of support needed during the creative process?)
time and effort to the creative process? Reflect on the amount of support needed during the creative process?)
enough time and effort to the creative process? Reflect on the amount of support needed during the creative process?)
effort to the creative process? Reflect on the amount of support needed during the creative process?)
Creativity Rubric -‐ Grades 9-‐12
An powerful creator/creative thinker develops ideas, connections, and solutions to create something novel for anaesthetic and/or practical purpose.
Learning Goal
Novice – 1 Emerging – 2 Proficient – 3 Exemplary – 4
1
Idea Generation and Expression
Shows an inability to find a compelling problem or area of focus that demands their attention, or to grasp the problem, investigation, or challenge provided
Shows an inability to reframe the problem, investigation, or challenge into a metaphor or analogy
Generates few ideas
Somewhat effectively, finds a compelling problem or area of focus that demands their attention; defines the problem, investigation, or challenge, but explanation lacks clarity and may impact idea generation
Reframes the problem, investigation, or challenge into a metaphor or analogy, but the metaphor or analogy does not provide a sufficiently clear direction regarding how to approach the task
Communicates some new ideas, but the volume is not sufficient to spark a creative process; asks, “Is my idea really new?”; learning from research about precedents is not sufficient to inform the creative innovation process
Effectively finds a compelling problem or area of focus that demands their attention; clearly defines the problem, investigation, or challenge in a manner that builds a framework for idea generation
Reframes the problem, investigation, or challenge into a metaphor or analogy to yield a clear direction regarding how to approach the task (e.g., “a personal music player is jewelry” metaphor sparked creativity in the idea generation phase that led to the iPod)
Generates a sufficient volume of new ideas; asks, “Is my idea really new?”; clearly explains information acquired from researching precedents
Shows an impressive level of depth of understanding of the problem, investigation, or challenge
Shows an impressive level of depth of understanding of the audience for the solution to the problem, including expectations for and constraints on the solution
Takes an original, unique, imaginative approach to idea generation
Creativity Rubric -‐ Grades 9-‐12
An powerful creator/creative thinker develops ideas, connections, and solutions to create something novel for anaesthetic and/or practical purpose.
Learning Goal
Novice – 1 Emerging – 2 Proficient – 3 Exemplary – 4
2
Offers ideas that are limited in diversity; ideas are often vague and loosely related to the creative challenge at hand; shows an understanding of the concept of precedents, but fails to research whether ideas offered are new ideas
Participates in limited amounts of brainstorming; raises few open-ended, “what if” questions during the idea generation process
Offers ideas that are somewhat diverse and reasonably clear, though they may not be detailed or expanded enough to show a relationship to the creative challenge at hand
Sometimes asks and answers “what if” questions, but has difficulty clearly expressing ideas to convince participants to consider new solutions or new criteria for making decisions
Offers ideas that are broad in their diversity; ideas are clearly articulated and closely related to the creative challenge at hand
Regularly asks and answers “what if” questions in order to propose new solutions or new criteria for making decisions
Demonstrates a complete understanding of all the characteristics of divergent thinking skills; generates a high volume of new ideas in response to open-ended questions or problems; is open to examining ideas in unexpected ways; generates options that are unusual or statistically infrequent
Asks sophisticated, open-ended questions that lead to the generation of original ideas
Creativity Rubric -‐ Grades 9-‐12
An powerful creator/creative thinker develops ideas, connections, and solutions to create something novel for anaesthetic and/or practical purpose.
Learning Goal
Novice – 1 Emerging – 2 Proficient – 3 Exemplary – 4
3
Openness and Courage to
Explore
Describes and explores ideas in black-and-white terms with little attention given to diverse points of view; displays low tolerance for ambiguity; rarely challenges existing parameters or ideas
Pursues simple questions that lead to a limited understanding of the full context of the question or problem
Represents a single, often inflexible, perspective in pursuing ideas
Frequently stops exploring ideas when encountering moments of failure or constructive criticism
Is beginning to develop curiosity, flexibility, and openness to ambiguity in exploring ideas, but needs encouragement and support; sometimes challenges existing parameters or ideas
Describes the larger context surrounding the issue with few errors, but the description may lack clarity
Is beginning to show willingness to challenge and go beyond one’s underlying assumptions or beliefs when exploring ideas and solutions
Usually perseveres in exploring ideas when encountering moments of failure or constructive criticism
Is curious, flexible, and open to ambiguity in exploring ideas; consistently challenges existing parameters or ideas
Clearly describes the larger context surrounding the issue with few errors
Displays sufficient willingness to challenge and go beyond one’s underlying assumptions/beliefs when exploring ideas and solutions
Consistently perseveres in exploring ideas when encountering moments of failure or constructive criticism; shows resilience in situations in which failure is part of the experience
Demonstrates high levels of curiosity, imagination, tenacity, and a sense of humor in exploring new concepts and ideas
Displays a sophisticated understanding of and empathy for the context of a problem
Comfortably takes risks, tolerates ambiguity, learns from mistakes, and displays a willingness to grow
Often identifies problems or challenges before others are aware of them
Creativity Rubric -‐ Grades 9-‐12
An powerful creator/creative thinker develops ideas, connections, and solutions to create something novel for anaesthetic and/or practical purpose.
Learning Goal
Novice – 1 Emerging – 2 Proficient – 3 Exemplary – 4
4
Has an unclear vision of the end product or performance; frequently uses a single, inflexible method for producing products
Has a vision of the end product or performance; is beginning to display resilience when confronted with production challenges or setbacks, but sometimes lacks confidence and ability to take calculated risks and adapt plans
Has a clear vision of the end product or performance; displays sufficient resilience when confronted with production challenges or setbacks; is confident and able to take calculated risks and adapt plans
Critically examines conventional or authoritarian assertions; challenges one’s own assertions or beliefs; willingly expresses unconventional and possibly unpopular ideas
Creative Production and
Innovation
Proposes a product that has a vague or incomplete connection to the task; product is not considered to be valuable or unique by the broad, target audience and is not considered by experts to be creative
Shows an inability to reflect on the quality of work
Somewhat effectively, shapes original ideas into a product in an effort to meet specifications; presents a product that is considered to be somewhat valuable and unique by the broad, target audience and is considered by experts to be somewhat creative
Reflects with minimal accuracy on the quality of work
Effectively shapes original ideas into a product in an effort to meet specifications; presents a product that is considered to be valuable and unique by the broad, target audience and is considered by experts to be creative
Reflects with accuracy on the quality of work
Productively uses an impressive set of divergent thinking strategies to generate ideas
Uses convergent thinking skills and/or design thinking strategies as appropriate to develop creative ideas into tangible solutions or contributions
Products or performances include evidence of spontaneous fluency, flexibility, originality, or elaboration
Creativity Rubric -‐ Grades 9-‐12
An powerful creator/creative thinker develops ideas, connections, and solutions to create something novel for anaesthetic and/or practical purpose.
Learning Goal
Novice – 1 Emerging – 2 Proficient – 3 Exemplary – 4
5
Self-Reflection/ Agency
Rarely analyzes and questions one’s own creativity and innovation with accuracy
Sometimes analyzes and questions one’s own creativity and innovation with accuracy
Often analyzes and questions one’s own creativity and innovation with accuracy
Is highly reflective and shows a strong capacity for self-critique