Week 10 Response

In Susan Brookhart's article titled "Assessing Creativity and Creative Thinking," the primary focus lies on the crucial aspect of assessment, which is creativity. I wholeheartedly concur with Brookhart's assertion that creative thinking encompasses two vital components: "Creative thinking is reasonable, productive, and nonevaluative. Critical thinking is reasonable, reflective, and evaluative" (Brookhart, 2010). This distinction becomes particularly evident in various educational settings, where creative elements are often regarded as supplementary or less significant in the overall assessment framework. Brookhart provides an illuminating example to support this notion, emphasizing that even when engaging in critical thinking processes while considering multiple ideas, the very act itself involves a creative dimension.

Drawing from my own experiences during elementary education, I vividly recall grappling with meeting certain grading criteria in assignments, particularly in areas such as grammar, spelling, and literacy. However, I discovered a notable shift when participating in group projects, such as crafting a creative play as a closing lesson for the Roman history unit. Although I encountered challenges in projecting my performative voice or contributing to scriptwriting within the classroom, I found solace in engaging with the creative aspects of costume making, prop crafting, and more. Through these open-ended assignments, I was able to infuse my own creativity and make a valuable contribution. Brookhart's assertion that "Providing resources and inspirations for students to be creative" (Brookhart, 2010) resonates deeply with my experience, particularly during the time when I was the only English Language Learner (ELL) in my grade 7 classroom. Without access to creative resources and opportunities for exploration, meeting the curricular expectations proved to be exceptionally challenging.

In light of these experiences, I firmly believe that creativity holds a pivotal role in the assessment process, and it is incumbent upon educators to provide students with clear guidance for evaluations. Assignments that encourage creativity not only stimulate cognitive faculties but also foster innovation, allowing students to explore their own ideas and those of their peers. By engaging in creative tasks, students can form a profound connection with their learning materials and deepen their understanding of the subject matter.

Recognizing the immense potential that creativity holds in nurturing a well-rounded learning experience and encouraging creative assignments not only helps students broaden their perspectives but also instills a sense of ownership and pride in their academic pursuits. By incorporating creative elements into assessments, educators can empower students to think outside the box, develop problem-solving skills, and express themselves in unique and imaginative ways.

Furthermore, fostering creativity in the classroom can have far-reaching benefits beyond academic achievements. Students who are encouraged to think creatively are more likely to develop a positive attitude towards learning, as they perceive education as an exciting and dynamic process rather than a mere series of tests and evaluations. Moreover, creativity nurtures an environment of collaboration and mutual respect, as students are encouraged to share and celebrate each other's ideas, fostering a supportive and inclusive atmosphere.

I believe an educator’s responsibility is to provide students with the necessary resources and opportunities to unleash their creativity, fostering an environment where their innovative ideas can flourish. By embracing creativity as a fundamental aspect of assessment, we empower our students to become lifelong learners and future innovators, capable of confronting challenges with ingenuity and imagination.

Reference

Brookhart, S. M. (2010). How to assess higher-order thinking skills in your classroom. Ascd.