How can you design assessments to foster creativity and innovation?

Para projetar avalia??es que promovam a criatividade e a inova??o, é essencial criar experiências de aprendizado que valorizem a originalidade, o pensamento crítico e a resolu??o de problemas. Isso pode ser alcan?ado através de desafios baseados em problemas reais, feedback contínuo durante o processo de aprendizagem, apresenta??es criativas, avalia??es por pares, critérios flexíveis de avalia??o, desafios abertos e oportunidades para reflex?o sobre o processo criativo. Ao adotar essas estratégias, os alunos s?o incentivados a explorar diversas perspectivas, experimentar novas abordagens e desenvolver habilidades essenciais para a resolu??o de problemas complexos no mundo real.

Guided discovery activities work both as formative and summative tasks and foster critical thinking and deeper processing. Tasks which reflect what you have taught in class are also essential as you want to assess their comprehension of what you have taught them- not the formatting of the test. Quizzes can also be done via Kahoot and other online activities.

Open-ended questions or tasks Instead of providing people with straightforward questions or tasks, present them with open-ended scenarios or challenges. Ask the person to propose a solution to a specific problem or brainstorm ideas for a new product or service.

To foster creativity and innovation in assessments, educators can embrace project-based evaluations, incorporate open-ended questions for critical thinking, encourage peer assessments and group projects, leverage technology with multimedia tasks, and create a dynamic learning environment that cultivates innovative thinking.

I think the first thing you need to do is to define the objectives of the assessment/activity in the specific context connected to creativity or innovation. Once you have a clear north, you can start breaking down into small, achievable tasks that contribute to that ultimate goal. Then, the rubric part comes; you need to ask yourself how you can measure the level of achievement based on your students' abilities and needs. One last piece of advice when designing assessments these days is the role AI can play. It has been challenging for me to develop activities in which students can use AI for certain tasks but that still require developing more complex thinking to foster creativity.

I would encourage folks designing learning experiences to also field test assessments with SMEs, leaders, etc. Ask the question “if a learner were to master this objective, how would you know? What changes or improvements would you expect to see in their day to day? How will they leverage their mastery of concepts?” This can help define what that assessment should look like to replicate real-world events and be as relevant to the learner as possible.

Your rubrics must be fair, your tasks a reflection of what you have done in class to ensure reliability and validity and they must meet your CLOs. You must test what you have taught….not what you think students may have picked up along the way.

Strong rubrics are core here--they are how you outline the "rules of the game" for the student, and give them something to clearly aim at. A rigorous rubric is not overly prescriptive, but gives students a structure to self-assess their work as they go. As you consider the assignment, select a rubric strategy that best supports your end goals. Three typical rubric styles are: Holistic, Analytic, or Single-Point. Each of them have their strengths and weaknesses as a scaffold and assessment tool.

El comentario inicial sobre el dise?o de evaluaciones alineadas me parece excelente. Agregaría en el proceso, un momento de coevaluación antes de presentarse una evaluación final. Esto permite a los estudiantes hacer suyos los criterios de evaluación y reconsiderar los resultados de su proyecto. Aplicando el concepto de la evaluación formatriz donde los estudiantes hacen propios los criterios de evaluación, construyen algunos, se utiliza en las evaluaciones del Bachillerato Internacional y en las formaciones de correctores de evaluaciones internacionales de idiomas. Podemos inducir una retroalimentación positiva solicitando, por ejemplo, las 2 cosas que destacan de la presentación y la cosa que es absolutamente necesaria cambiar.

Ask your students what they have learned. This is a question no one asks in assessments. From this center question, keep moving out and ask the students and teachers what was what.

You want to get learners collaborating with each other and finding the work given as a uniquely positioned game that they can solve and thats where open ended tasks come in. Learners have complex imaginative ideas and you want to tap into that. By giving learners open ended challenges that allow them to think beyond the box, you end up getting more creative and innovative answers l. You want your avoidance boxing in the learners.

The key here is to avoid busy work for the sake of busy work. Sure, a multimedia presentation is flashy but is it the best assessment to measure a learner’s mastery of an objective? That depends… What is relevant for the learner to be able to do right now? How can they transfer their assessment outputs into their real world? (Example: a business major devises change management plan that they turn around and use in their internship.) Here, too, I’ll echo my previous thoughts around rubrics. The more open ended an assessment is, the more important it becomes to leverage transparent scoring criteria AND to ensure that those scoring the assessments are aligned and enabled to do so consistently.

Uma alternativa é diversificar formatos de avalia??o: Incluir diferentes tipos de avalia??o, como apresenta??es, debates, produ??o de vídeos ou podcasts, para permitir que os alunos expressem sua criatividade de maneiras diversas.

Es relevante el uso de tareas auténticas, sin embargo, al tratarse de una fase inicial de aprendizaje una realización colaborativa resulta adecuada. Genera un modelo de proceso ajustable que puede ser utilizado de forma individual posteriormente. Es importante adecuar el nivel de pericia, de"expertise" que se solicita con el momento de aprendizaje.

Un ejemplo de metodología que integra las "tareas abiertas" es el ABP (Aprendizaje Basado en Proyectos). El ABP, al integrar escenarios reales, facilita el desarrollo de habilidades creativas. Esta metodología exige a los estudiantes aplicar conocimientos teóricos a problemas concretos, promoviendo así un pensamiento crítico y soluciones innovadoras. Al trabajar en contextos prácticos, se mejora la transferencia de conocimientos a situaciones fuera del aula, lo que contribuye a una comprensión más profunda y aplicable de los conceptos aprendidos

It may seem counterintuitive to talk about structure and roles/responsibilities on a post about creativity and innovation BUT group activities, peer reviews, feedback sessions, etc. need structure and rules for engagement, otherwise they can get off the rails pretty quickly. What kinds of feedback should learners be giving each other? What does meaningful engagement in a learning community look like? How often and to what extent should learners engage with each other? Align expectations to learning objectives to ensure both givers and receivers of feedback and community engagement are part of a valuable learning exchange.

Según mi experiencia dise?ar actividad colaborativa (no de equipo) con sus roles y sus rotaciones, con los espacios de retroalimentaciones por los pares, por el grupo permite alcanzar metas satisfactorias tanto para los estudiantes como para el docente. Es importante tener en cuanto que una retroalimentación se ve afectada por diferentes factores, como la edad o las vivencias culturales tanto del docente como de los alumnos. Por lo tanto, es importante considerar construir a través de actividades sucesivas las discusiones, los debates y las retroalimentaciones.

El aprendizaje cooperativo, enfocado en la "interdependencia positiva", se enriquece con el peer instruction. Esta estrategia permite que los estudiantes intercambien conocimientos y perspectivas, fomentando así la colaboración y el desarrollo de habilidades de pensamiento crítico. La discusión entre pares facilita la comprensión de conceptos complejos y estimula la creatividad al exponer a los estudiantes a diversas soluciones y enfoques. Además, mejora la comunicación y refuerza el aprendizaje activo, preparando a los estudiantes para enfrentar retos innovadores.

Además, tenemos que orientar las preguntas tanto sobre el proceso como sobre el producto. Por ejemplo, en general el público se fija en el resultado final de una obra de arte, sin embargo, se adentra a la misma conociendo el proceso creativo. Determinar un progreso se refiere también a un ciclo de repetición ampliando los contextos.

When providing reflective opportunities for learners, consider the purpose of the reflection and get specific about your prompts. Let the learning objectives help guide the specific areas in which you want your learners to reflect, instead of offering generic “what did you do well, what would you do differently” types of prompts. Asking learners to explain decisions or choices and create actionable “go forward” plans are great places to start to facilitate meaningful and relevant reflection.

Valorizar a experimenta??o e o pensamento divergente: Ofere?a oportunidades para que os alunos experimentem e testem suas ideias, estimulando o pensamento fora da caixa e valorizando diferentes perspectivas.

Ao projetar avalia??es que fomentam a criatividade e a inova??o, é crucial ir além da memoriza??o e do conhecimento factual. O foco deve estar em estimular o pensamento crítico, a resolu??o de problemas e a gera??o de ideias originais.