Content begins here
Main page content
Click to collapse
Teachers can use the following rubrics to evaluate the work of their students and give them feedback about it. Teachers must rate each specific criterion on a scale from 1 to 5, according to the degree of compliance in which 5 corresponds to full compliance and 1 indicates non-compliance. To get the final assessment, the rate of each criterion is converted to points and all points are added, getting a final number of points. A minimum of 13 points is required.
Rubric to evaluate....Click to collapse
| SPECIFIC CRITERIA to evaluate T1. Lesson 1 | 1 | 2 | 3 | 4 | 5 | Assessment | Comments |
|---|---|---|---|---|---|---|---|
| 1. Student understands the concept of creativity based on the level of relevance and novelty | X | 1 | |||||
| 2. Student knows how to use brainstorming tool to make a list of creative ideas | X | 2 | |||||
| 3. Student values the concepts of novelty and relevance in the process of creation new ideas | X | 3 | |||||
| Total: 6 points (Accepted: 8-15 points; Rejected: 0-7 points) | 6 | ||||||
Rubric to evaluate....Click to collapse
| SPECIFIC CRITERIA to evaluate T1. Lesson 2 | 1 | 2 | 3 | 4 | 5 | Assessment | Comments |
|---|---|---|---|---|---|---|---|
| 1. Student understands the concept of imagination and inspiration and how they affect creativity | X | 1 | |||||
| 2. Student knows methods to improve inspiration and imagination | X | 2 | |||||
| 3. Student understands the importance to develop a childish way of thinking in enhancing creative capabilities | X | 3 | |||||
| Total: 6 points (Accepted: 8-15 points; Rejected: 0-7 points) | 6 | ||||||
Rubric to evaluate the final multimediaClick to collapse
| SPECIFIC CRITERIA to evaluate T1. Lesson 2 | 1 | 2 | 3 | 4 | 5 | Assessment | Comments |
|---|---|---|---|---|---|---|---|
| 1. Student understands the quality of the definition of a problem will play a significant role for creating relevant solutions | X | 1 | |||||
| 2. Student is encouraged to develop problem-solving habits to enhance motivations in the creative process | X | 2 | |||||
| Total: 3 points (Accepted: 6-10 points; Rejected: 0-5 points) | 3 | ||||||
Click to collapse
| SPECIFIC CRITERIA to evaluate T1. Lesson 3 | 1 | 2 | 3 | 4 | 5 | Assessment | Comments |
|---|---|---|---|---|---|---|---|
| 1. Student knows obstacles that might avoid enhancing creativity in resolving problems | X | 1 | |||||
| 2. Student understands the fallacy Artistic vs. Creative in the creative process | X | 2 | |||||
| 3. Student understands the fallacy Inspiration vs. Motivation in creative process | X | 3 | |||||
| 4. Student understands the fallacy Pushed forward vs. Pulled back ideas in the creative process | X | 2 | |||||
| 5. Student understands the fallacy Present vs. aware in the creative process | X | 2 | |||||
| 6. Student understands the fallacy Effort vs. Value in the creative process | x | 333 | |||||
| 7. Student understands the fallacy Input vs. Output in the creative process | x | 4 | |||||
| 8. Student understands the fallacy Preventing vs. Procrastinating in the creative process | x | 4 | |||||
| Total: 22 points (Accepted: 21-49 points; Rejected: 0-20 points) | 22 | ||||||
Rubric to evaluate....Click to collapse
| SPECIFIC CRITERIA to evaluate T2. Lesson 1 | 1 | 2 | 3 | 4 | 5 | Assessment | Comments |
|---|---|---|---|---|---|---|---|
| 1. Student understands the role that play has in training creativity | X | 1 | |||||
| 2. Student is aware that a creative process could be seen as a game with three steps: opening, experimenting and closing | X | 2 | |||||
| 3. Student knows that Ideation and improvisation are methods to enhance creativity | X | 1 | |||||
| Total: 4 (Accepted: 8-15 points; Rejected: 0-7 points) | 4 | ||||||