Creativity is increasingly seen as central to good learning and teaching throughout the curriculum. This book examines the political and educational context behind such developments and looks at dilemmas faced by trainee teachers as they begin their teaching practice. Demonstrating what creativity is, how it evolves and how it can be nurtured in various teaching contexts, it enables trainees to develop creativity in their teaching role and in their pupils' learning. Throughout, the book links clearly to the new Professional Standards for QTS and presents exercises, subject-based case studies and teaching examples to engage and support all secondary trainees.

Assessment and Creativity

Assessment and creativity

By the end of this chapter you should:

  • have thought about the nature and purpose of how you can use assessment with regard to creativity and creative acts;
  • understand differences between formative and summative assessment;
  • know how to use formative and summative assessment strategies to take the learning of your pupils forward;
  • realise that your verbal comments made to pupils are important;
  • have practised your skills in giving appropriate feedback to pupils engaged on creative tasks;
  • have thought about the place of assessment in your consideration of creative processes and creative products.

This chapter will help you to meet the following Professional Standards for QTS:

Q1, 06, Q7, Q10, Q11, 012, Q18, Q19, Q22, Q25, Q26, Q27, Q28, Q29


This chapter investigates the main issues from the overall diagram, ...

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