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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....Pulsa para colapsar
| 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....Pulsa para colapsar
| 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 multimediaPulsa para colapsar
| 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 | ||||||
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| 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....Pulsa para colapsar
| 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 | ||||||