Students must develop an understanding of creative processes and understand their own capacity to create new works and ideas. They must understand that creativity is not a rare gift to the few, but a fundamental human trait that can be developed and expanded.

Long form of term name:
Creativity
White paper:
Creativity_HI-RES_0.pdf

Portfolios/ePortfolios 

  • Artifacts presented in ePortfolios can include reflection papers, term papers, photos, and other documentation of student learning.
  • Rubrics such as the AAC&U VALUE Rubric on Creative Thinking & competence can help guide assessment.
  • Rubrics such as the AAC&U VALUE Rubric on Intercultural knowledge & competence can help guide assessment.

Students may self-evaluate through reflective practice:

Creative Achievement Questionnaire

This is a self-report measure of the frequency and scope of one’s creative  achievement in 11 domains (e.g., visual arts, scientific discovery, inventions, creative writing). Sample items include, “My work has been reviewed in national
publications” (creative writing) and “I have received a grant to pursue my work in science or medicine” (scientific discovery). It exhibits acceptable validity.

Remote Associations Test

This measure of students’ convergent thinking processes gives a series of three seemingly unrelated cue words and requires respondents to think of the fourth word that is linked to them. For example the prompts “rocking,” “wheel,” and “high” are all linked to the word “chair.” It exhibits acceptable reliability and validity.

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