Academic literature on the topic 'Creativity assessment methods'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Creativity assessment methods.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Creativity assessment methods"
1
Yin, Yuan, Ji Han, Shu Huang, Haoyu Zuo, and Peter Childs. "A STUDY ON STUDENT: ASSESSING FOUR CREATIVITY ASSESSMENT METHODS IN PRODUCT DESIGN." Proceedings of the Design Society 1 (July 27, 2021): 263–72. http://dx.doi.org/10.1017/pds.2021.27.
Full textAbstract:
AbstractThis paper asked participants to assess four selected expert-rated Taiwan International Student Design Competition (TISDC) products using four methods: Consensual Assessment Technique (CAT), Creative Product Semantic Scale (CPSS), Product Creativity Measurement Instrument (PCMI), and revised Creative Solution Diagnosis Scale (rCSDS). The results revealed that, between experts and non-experts, the ranking results by the CAT and CPSS were the same, while the ranking results of the rCSDS were different. The CAT, CPSS, and TISDC methods provided the same results indicating that raters may return the same results on creativity assessment, and the results are not affected by the selected methods.If it is necessary to use non-experts to assess creativity and the creativity results are expected to be the same with that of experts, asking non-expert raters to use CPSS to assess creativity and then ranking the creativity score is more reliable. The study offers a contribution to the creativity domain on deciding which methods may be more reliable from a comparison perspective.
2
Park, Namgyoo K., Monica Youngshin Chun, and Jinju Lee. "Revisiting Individual Creativity Assessment: Triangulation in Subjective and Objective Assessment Methods." Creativity Research Journal 28, no. 1 (January 2, 2016): 1–10. http://dx.doi.org/10.1080/10400419.2016.1125259.
Full text
3
Long, Haiying, and Weiguo Pang. "Rater effects in creativity assessment: A mixed methods investigation." Thinking Skills and Creativity 15 (March 2015): 13–25. http://dx.doi.org/10.1016/j.tsc.2014.10.004.
Full text
4
Shumakova, N. B. "Creativity and its Assessment in Contemporary Foreign Studies." Современная зарубежная психология 10, no. 4 (2021): 8–16. http://dx.doi.org/10.17759/jmfp.2021100401.
Full textAbstract:
The problem of determining the possibilities and methods of assessing creative potential is as relevant as it is debatable. The growing attention to this problem is associated with the recognition of creativity as one of the key “skills of the 21st century” and the need for its development. The article analyzes modern foreign approaches to measuring creativity in order to determine the main trends and prospects for the development of this direction. Measuring creativity through the prism of cognitive, conative, emotional and environmental variables is a historically well-established and, at the same time, widespread practice. There are two main approaches to measuring creative potential: related to resources, based on the study of abilities and personal characteristics associated with creativity, and holistic – measuring creativity with the help of tasks from different areas that imitate real creative work. The advantages and disadvantages of the existing measurement methods are discussed. The most modern and promising tool for assessing creativity – EPoC – stands out. A new vector in measuring the creative potential of children based on the dynamic assessment and taking into account the zone of proximal development is outlined – a move away from the statement of the level of manifestation of creativity to the use of methods for assessing the individual «profile of creativity» to determine the optimal options for the development of creative potential, career guidance and expertise of creative programs.
5
Lu, Chia-Chen, and Ding-Bang Luh. "A Comparison of Assessment Methods and Raters in Product Creativity." Creativity Research Journal 24, no. 4 (October 2012): 331–37. http://dx.doi.org/10.1080/10400419.2012.730327.
Full text
6
KimMiye. "Methods of Creativity Assessment for Using in Physical Education Class." Korean Journal of Measurement and Evaluation in Physical Education and Sports Science 15, no. 1 (March 2013): 31–43. http://dx.doi.org/10.21797/ksme.2013.15.1.004.
Full text
7
Kosenkova, Natalya N., and Natalya V. Meshkova. "SELF-ESTEEM AND TYPES OF CREATIVITY IN ADOLESCENTS: RELATIONSHIP AND PREDICTORS." Moscow University Psychology Bulletin, no. 2 (2020): 45–61. http://dx.doi.org/10.11621/vsp.2020.02.03.
Full textAbstract:
We present the results of an empirical study of the relationship between self-assessment of creative abilities, originality of creativity (verbal and social) and values. The relevance of the research is related to the demand for creativity as an important competence in the labor market. The ambiguity of the relationship between different types of creativity and self-assessment of creativity, as well as the discrepancy between the results of diagnostics of creative potential using various methods, actualizes the problem of realizing creative potential. The aim of the work was to study the relationship between different types of creativity, self-assessment of creativity and values, as well as to identify the ratio of creativity indicators diagnosed using the Real Word Divergent Task (RWDT) method and tasks for verbal creativity. The study involved adolescents aged 15–16 years (N = 50; 26 — men) — students of one of Moscow school. The following methods were used: “Selfassessment of creative abilities” (E. Tunik), tasks on verbal creativity and creativity in social interaction of positive and negative connotations of RWDT, Portrait value questionnaire of Sh. Schwartz. According to the results, originality is higher in tasks for verbal creativity compared to situations in social interaction; originality in situations of lies and prosocial situations in social interaction significantly correlate; there is no correlation between self-esteem of imagination and creativity indicators measured using the RWDT method and tasks for verbal creativity; self-esteem of creative abilities has a positive relationship with the highest value of “Openness to change”; the predictor of self-esteem of imagination is the value of “Independence of thought”. The results confirmed the hypotheses about specificity of creativity, about the absence of a link between creativity measured as self-report and objective methods; about the presence of a direct link between the highest values of “Openness to change” and the components of creativity measured by selfreport, and did not confirm assumption about the absence of a direct link between originality in prosocial situations and situations with negative connotations. Conclusions are made that 1) creativity is specific in various areas, 2) creativity in situations of lies and prosocial situations in social interaction is a single construct; 3) self-esteem of imagination is not associated with divergent thinking, measured using the RWDT method and tasks for verbal creativity; 4) high selfesteem of imagination is mediated by the motivational goal of thinking creatively, having original ideas, learning new things and phenomena.
8
Flores, Luciano V., Maria Helena De Lima, Marcelo S. Pimenta, Victor Lazzarini, and Damián Keller. "Methods in Creativity-Centered Design for Ubiquitous Musical Activities." ScientiaTec 2, no. 2 (September 1, 2015): 25–37. http://dx.doi.org/10.35819/scientiatec.v2i2.1468.
Full textAbstract:
In this paper we describe a set of creativity-centered design methods, including strategies for interaction, signal processing, planning, prototyping and assessment. These were applied in the development of a prototype for mixing in mobile devices, which was assessed in an exploratory field study. We briefly discuss the implications of this experience for future experiments targeting aspects of creative performance in everyday settings.
9
Beghetto, Ronald A. "Large-Scale Assessments, Personalized Learning, and Creativity: Paradoxes and Possibilities." ECNU Review of Education 2, no. 3 (September 2019): 311–27. http://dx.doi.org/10.1177/2096531119878963.
Full textAbstract:
Purpose: This article, based on an invited talk, aims to explore the relationship among large-scale assessments, creativity and personalized learning. Design/Approach/Methods: Starting with the working definition of large-scale assessments, creativity, and personalized learning, this article identified the paradox of combining these three components together. As a consequence, a logic mode of large-scale assessment and creativity expressions is illustrated, along with an exploration of new possibilities. Findings: Smarter design of large-scale assessments is needed. Firstly, we need to assess creative learning at the individual level, so complex tasks with high uncertainty should be presented to students. Secondly, additional process and experiential data while students are working on problems need to be captured. Thirdly, the human-artificial intelligence (AI) augmented scoring should be explored, developed, and refined. Originality/Value: This article addresses the drawbacks of current large-scale assessments and explores possibilities for combining assessment with creativity and personalized learning. A logic model illustrating variations necessary for creative learning and considerations and cautions for designing large-scale assessments are also provided.
10
Order, Simon, Leo Murray, Jon Prince, Julia Hobson, and Sara de Freitas. "Remixing Creativity in Learning and Learning of Creativity: A Case Study of Audio Remix Practice with Undergraduate Students." Asia Pacific Media Educator 27, no. 2 (October 20, 2017): 298–310. http://dx.doi.org/10.1177/1326365x17728827.
Full textAbstract:
Testing creativity in tertiary learning activities is a young field of research, and current assessment methods are difficult to apply within the diverse context of media production education, where disciplines range from journalism through to video game production. However, the concept of remix is common across this wide range of media, and offers practitioners ‘endless hybridizations in language, genre, content, technique and the like’ (Knobel & Lankshear, 2008, p. 22). The conceptual commonality of remix indicates that the study conclusions will have useful implications across a range of media production disciplines. This study aims to consider new methods for testing creativity in media production learning activities and to provide better assessments for learning design. This study focused upon a learner cohort of music technology students that were undertaking a work-integrated learning programme with a record label. To make the students more work-ready and inspire greater creativity, they remixed tracks recorded by professional music artists as part of a unit assessment. Subsequent self-report surveys ( N = 29) found that the process of creating a ‘remix’ enhanced their creativity and provided suggested improvements to the design of the learning experience. Importantly, we found no relationship between the survey responses and objective assessments, indicating that the self-reported improvements in creativity were not simply a measure of how well the students performed the formally assessed tasks. Although more research is needed to establish effective measures of creativity, these findings demonstrate that self-report survey tools can be a powerful tool for measuring creativity and supporting improved iterative learning design.
Dissertations / Theses on the topic "Creativity assessment methods"
1
Wheadon, Jacob D. "Development and Initial Validation of an Innovation Assessment." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3326.
Full textAbstract:
In the past two decades, there has been an increased demand for more innovative individuals and organizations. In response to this need, a number of groups have begun to teach innovation courses to improve people's innovation skills. While many of these groups report success in helping people become more innovative, there is no way to test the effectiveness of the innovation courses. This study describes the development and initial validation of an innovation test instrument. It demonstrates how the author identified the content domain of the test and created test items. Then it describes initial validation testing of the instrument. This study found that this assessment is a good first step in creating an innovation assessment that covers more of the full process of innovation than previous tests. It still needs further validation and improvement to make strong claims about its ability to determine the effectiveness of an innovation course.
2
Ruiz, Pastor Laura. "Análisis y medición conjunta del grado de circularidad y de novedad en la fase conceptual del diseño de productos." Doctoral thesis, Universitat Jaume I, 2021. http://hdl.handle.net/10803/671257.
Full textAbstract:
Cada vez existe más interés y necesidad de implantar el modelo de economía circular, basado en mantener los recursos en circulación el mayor tiempo posible. El diseño de producto es una disciplina que necesita estar en continua innovación para satisfacer las nuevas necesidades que surgen en la sociedad. Dentro de las etapas que el diseño de productos abarca, la etapa de diseño conceptual es la etapa más flexible y donde se lleva a cabo la actividad creativa. Esta tesis muestra el diseño de una métrica de evaluación de propuestas conceptuales que cubre todos los aspectos integrados en la economía circular, referentes al diseño de producto, y que proporciona un resultado objetivo de medición conjunta de la circularidad y la novedad, fomentando que las propuestas tengan las dos características conjuntas. También se estudia cómo introducir la economía circular en el proceso de diseño sin perjudicar a la creatividad de los resultados.There is an increasing interest and need to implement the circular economy model, based on keeping resources in circulation for as long as possible. Product design is a discipline that needs to be in continuous innovation to meet the new needs that arise in society. Within the stages that product design encompasses, the conceptual design stage is the most flexible stage and where the creative activity is carried out. This thesis shows the design of an evaluation metric for conceptual proposals that covers all the aspects integrated into the circular economy, referring to product design, and that provides an objective result of combined measurement of circularity and novelty, encouraging the proposals to have both characteristics together. It also studies how to introduce the circular economy in the design process without harming the creativity of the results.
3
Ranjan, B. S. C. "Development of Support for Assessment of Creativity, Novelty and Requirement Satisfaction in Designing." Thesis, 2019. https://etd.iisc.ac.in/handle/2005/4956.
Full textAbstract:
The topic of this research in this thesis is creativity assessment of solutions developed in the engineering design process as a means of aiding designers to focus their creative effort during the process. Both engineering design process and creative process are planned, and occur, together in practice. Engineering design is a complex process involving both problem finding and problem solving, broadly divided into four stages: task clarification, conceptual design, embodiment design and detailed design.
Literature on design models, theories and approaches is studied to understand the nature of design models developed in literature and to find the various characteristics of the design process, such as design stages, inputs and outputs of the stages, etc., leading to a detailed understanding of the current models of the design process, and summarised using an extended, integrated model of designing.
In particular, a detailed characterization of the design stages is carried out using the extended-integrated model of designing. The method of mapping is used to extract the underlying common constructs in the steps within task clarification, conceptual and embodiment design stages of the design process, so that these can be used in the evaluation of creativity consistently across the design stages. The results of this characterization are discussed and summarized with a focus on creativity assessment methods. It is found from the characterization that requirements and solutions are important constructs of designing. Further, it is found that pairing of requirement and solution is necessary for evaluation of creativity during the design process. It is also found that level of abstraction is important, as requirement-solution pairs belong to various levels of abstraction.
The concept of creativity, and major indicators of creativity, are reviewed through a study of literature. Current methods for assessing creativity are also reviewed, and their shortcomings identified. It is found that, novelty and usefulness are the two umbrella indicators of the creativity. However, it is also found that it is not possible to use usefulness during the design process. Therefore, requirement satisfaction is proposed as a proxy indicator for evaluation of usefulness. Using the above, a creativity assessment method is proposed to address the limitations found in the literature.
The creativity assessment method is described in detail and an example is used to explain how the method can be applied during the design process. In this example, the application of the method in guiding the effort during the design process is also explained. Further, as to how the method should be able to overcome the limitations of earlier methods is discussed. Evaluation of the method is carried out for its correctness, and partially for its usability and impact. Correctness is evaluated by comparing the assessment using the method with the benchmark – the collective assessment by a group of experienced designers as judges; the comparison showed that the assessment using the creativity assessment method closely matched those of the benchmark. It was also found that assessment of degree of requirement satisfaction (one part of the above creativity assessment method) during the design process led to an improvement in creativity of the designs produced.
4
Dilrajh, Kamla Moonsamy. "Fasiliteringsvaardighede vir T2-Afrikaansonderrig." Thesis, 2002. http://hdl.handle.net/10500/2450.
Full textAbstract:
Text in AfrikaansSummaries in Afrikaans and English
This study aims to investigate and explain how the L2 -facilitator can effectively employ the various facilitation skills of language teaching in Afrikaans Second Language within the Outcomes Based Education framework in the learner-centred classroom. The facilitator is critical in providing an opportunity for multicultural learners to develop the necessary language learning skills to enjoy Afrikaans Second Language/Additional Language learning as an interesting learning experience within a positive learning milieu. In the learner-centred U -classroom, learners too must accept responsibility for their own and their peers' learning within the co-operative learning group. This study reveals how the L2 -facilitator can develop the necessary knowledge and skills concerning groupwork, such as the strategies enhancing L 2 -learning, effective group facilitation skills, learner attitudes towards the facilitator, problem-solving skills, co-operative learning as a control technique, communication, learners' behaviour and the advantages of groupwork. Furthermore, elements of classroom negotiation and the facilitator's methods of working in this negotiated partnership are also discussed. Since language learning is integral to lifelong learning, multicultural learners must be motivated to learn Afrikaans Second/ Additional language with greater enthusiasm. This necessitates the L2 -facilitator creating an interesting, challenging and authentic language learning environment where mutual respect and trust are emphasised. This study reveals how the L2 -facilitator could develop his/her knowledge of task-based L2 -teaching and use it with the effective techniques of facilitation and negotiation skills in the taskorientated second language classroom to lead learners to effective Afrikaans L2 -learning. The new National Language Standardisation Policy 200112002 necessitates the facilitator of Afrikaans L 2 -teaching/learning within the Outcomes Based Education framework and the revised Curriculum 2005 to be aufait with assessment and his/her role in assessment. Being knowledgeable on the various criteria and strategies regarding assessment is therefore imperative. Finally, chapter five illustrates practically how the facilitator could plan, organise, base, integrate and present authentic Afrikaans L 2 -lessons/work based on the theoretical knowledge and aspects of facilitation skills, group-work, task-based learning and assessment discussed in chapters two to four.
Daar word in die studie gepoog om te ondersoek en te verduidelik hoe die T2-fasiliteerder die verskillende fasiliteringsvaardighede ten opsigte van T2 -Afrikaansonderrig binne die UGO -raamwerk in die leerdergesentreerde T2-klaskamer effektief kan gebruik. Die fasiliteerder behoort sy multikulturele leerders die geleentheid te gun om die nodige taalleervaardighede te ontwikkel sodat hulle Afrikaans Tweedetaalleer/ Addisionele Taalleer as 'n interessante leerervaring binne 'n positiewe leerklimaat kan geniet. In die leerdergesentreerde T2 -klaskamer moet die leerders ook die verantwoordelikheid vir bulle eie leer, en vir die leer van ander leerders binne kooperatiewe leergroepe kan aanvaar. Die wyse waarop die fasiliteerder van T2-leer die nodige kennis en vaardighede ten opsigte van groepwerk kan ontwikkel, word deur die studie aan die lig gebring. Die verskillende strategiee wat die aanleer van die tweedetaal binne groepwerk bevorder, effektiewe groepsfasiliteringsvaardighede, leerders se gesindhede teenoor die fasiliteerder, die probleemoplossingsvaardighede, kooperatiewe leer as beheertegniek, kommunikasie, leerdergedragswyses en die voordele van groepwerk kom aan bod. Elemente van klaskameronderhandeling en die fasiliteerder se werkswyse in die onderhandelingsvennootskap word ook bespreek. Aangesien taalleer 'n integrale faset van lewenslange leer vorm, moet multikulturele leerders gemotiveer word om Afrikaans Tweedetaal/ Addisionele Taal op 'n meer entoesiastiese wyse te kan leer. Die T2 -fasiliteerder moet 'n interessante, uitdagende, outentieke taalleeromgewing skep waarin wedersydse respek en vertroue beklemtoon word. Die studie toon die wyse aan waarop die T2 -fasiliteerder sylhaar kennis in verband met taakgerigte T2 -onderrig kan ontwikkel en dit met die effektiewe fasiliteringstegnieke en onderhandelingsvaardighede in die taakgeorienteerde T2-klaskamer kan kombineer en gebruik om leerders tot effektiewe T2 -Afrikaansleer/ Addisionele Taalleer te kan lei. Die nuwe Nasionale Taalstandaardiseringsbeleid 2001/2002 vereis dat die fasiliteerder van T2-Afrikaansonderrig/-leer binne die UGO -raamwerk en die hersiene Kurrikulum 2005 deeglike kennis moet dra van assessering en sylhaar rol in assessering. Deeglike kennis ten opsigte van die verskillende assesseringskriteria en assesseringstegnieke is dus noodsaaklik. Daar word in hoofstuk vyf aangetoon op watter wyse die fasiliteerder outentieke praktiese T2-Afrikaanslesse/-werk, kan beplan, organiseer en dit op die teoretiese kennis en aspekte ten opsigte van fasiliteringsvaardighede, groepwerk, taakgerigte leer en assessering wat in hoofstukke twee tot vier bespreek word, kan toepas en geintegreerd kan aanbied.
Afrikaans and Theory of Literature
D.Litt. et Phil. (Afrikaans)
Books on the topic "Creativity assessment methods"
1
Reflective practice: Writing and professional development. 3rd ed. Los Angeles: Sage, 2010.
Find full text
2
Dick, Michael, Catherine Jenkins, and Dave Colangelo. Creativity-Focussed Pedagogical Strategies and Assessment Methods to Support Student Mental Health and Well-being. Ryerson Pressbooks, 2022.
Find full text
3
Lima Rua, Orlando. Creativity and Business Innovation (Volume II). CEOS Edições, 2022. http://dx.doi.org/10.56002/ceos.0073b.
Full textAbstract:
The bachelor's degree in Creativity and Business Innovation is a joint study programme offered by the Polytechnic of Porto (P.PORTO), through the Porto School of Accounting and Administration (ISCAP), Vilnius Kolegija - University of Applied Sciences (VIKO), from Lithuania and the Estonian Entrepreneurship University of Applied Sciences (EUAS), from Estonia. This is a pioneer degree in the context of Portuguese higher education, taught in English. Due to its innovative character, it responds to the new paradigms that higher education institutions (HEI) will have to face. With innovative syllabus, teaching/learning methodologies and assessment methods it develops new paths for higher education programmes. To conclude this degree, students must develop and present a Final Thesis (Project). Thus, the present book compiles, in the form of chapters, some of the work presented by the students during the academic years of 2020/21 and 2021/22. They have been organised in the form of volumes, being the first volume presented (Volume I). The objectives of this book are (1) to allow students of this bachelor's degree to develop and consolidate knowledge in the various disciplinary areas of Management, (2) to support students in finalising their Final Thesis (Project), and, finally, (3) to promote the transfer of knowledge from Academia to Society. The organizer and the authors of the chapters are grateful for the support of the entrepreneurship and innovation research line of the Center for Organisational and Social Studies of Polytechnic of Porto (CEOS.PP).
4
Lima Rua, Orlando. Creativity and Business Innovation (Volume I). CEOS Edições, 2022. http://dx.doi.org/10.56002/ceos.0072b.
Full textAbstract:
The bachelor's degree in Creativity and Business Innovation is a joint study programme offered by the Polytechnic of Porto (P.PORTO), through the Porto School of Accounting and Administration (ISCAP), Vilnius Kolegija - University of Applied Sciences (VIKO), from Lithuania and the Estonian Entrepreneurship University of Applied Sciences (EUAS), from Estonia. This is a pioneer degree in the context of Portuguese higher education, taught in English. Due to its innovative character, it responds to the new paradigms that higher education institutions (HEI) will have to face. With innovative syllabus, teaching/learning methodologies and assessment methods it develops new paths for higher education programmes. To conclude this degree, students must develop and present a Final Thesis (Project). Thus, the present book compiles, in the form of chapters, some of the work presented by the students during the academic years of 2020/21 and 2021/22. They have been organised in the form of volumes, being the first volume presented (Volume I). The objectives of this book are (1) to allow students of this bachelor's degree to develop and consolidate knowledge in the various disciplinary areas of Management, (2) to support students in finalising their Final Thesis (Project), and, finally, (3) to promote the transfer of knowledge from Academia to Society. The organizer and the authors of the chapters are grateful for the support of the entrepreneurship and innovation research line of the Center for Organisational and Social Studies of Polytechnic of Porto (CEOS.PP).
5
Lima Rua, Orlando. Creativity and Business Innovation (Volume III). CEOS Edições, 2022. http://dx.doi.org/10.56002/ceos.0074b.
Full textAbstract:
The bachelor’s degree in Creativity and Business Innovation is a joint study programme offered by the Polytechnic of Porto (P.PORTO), through the Porto School of Accounting and Administration (ISCAP), Vilnius Kolegija - University of Applied Sciences (VIKO), from Lithuania and the Estonian Entrepreneurship University of Applied Sciences (EUAS), from Estonia. This is a pioneer degree in the context of Portuguese higher education, taught in English. Due to its innovative character, it responds to the new paradigms that higher education institutions (HEI) will have to face. With innovative syllabus, teaching/learning methodologies and assessment methods it develops new paths for higher education programmes. To conclude this degree, students must develop and present a Final Thesis (Project). Thus, the present book compiles, in the form of chapters, some of the work presented by the students during the academic year of 2021/22. They have been organised in the form of volumes, being the third volume presented (Volume III). The objectives of this book are (1) to allow students of this bachelor’s degree to develop and consolidate knowledge in the various disciplinary areas of Management, (2) to support students in finalising their Final Thesis (Project), and, finally, (3) to promote the transfer of knowledge from Academia to Society. The organizer and the authors of the chapters are grateful for the support of the entrepreneurship and innovation research line of the Center for Organisational and Social Studies of Polytechnic of Porto (CEOS.PP).
Book chapters on the topic "Creativity assessment methods"
1
Bleibleh, Sahera, Lindita Bande, and Rahma Adan. "Hands-on Teaching: The Significance of Introductory Courses in Building Architectural Engineering Curriculum." In Future Trends in Education Post COVID-19, 105–18. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-1927-7_9.
Full textAbstract:
AbstractThe implications of hands-on introductory courses in architectural engineering (AE) discipline influence students’ comprehension of the interdisciplinary nature of the field and help them build basic needed skills. This chapter reviews the recent inclusion of an introductory course to the Architectural Engineering Curriculum (AEC), at the United Arab Emirates University (UAEU), to provide general insights and to effectively engage teaching tools. Based on the program assessment in Spring 2018, a three credits course Arch 302: Introduction to Architectural Engineering, designed to be taught in a studio format, has been added to the AE program. The course includes a brief introduction to the AE professions, AE design process, and communication skills and digital tools. Through small project design exercises, the course applies multiple hands-on teaching methods to provide students with basic design skills and formal visual principles with an emphasis on developing creativity and effective communication. In addition to instructors’ experience in teaching the course, a survey has been conducted with AE students to collect insights on the course’s impact on their understanding of the interdisciplinary nature of the AE, and the subsequent design and building construction courses. This paper evaluates the course development, significance, and interrelationships with other courses aligned with the achievement of the course learning outcomes. The outcomes of this assessment shed light on the significance of introductory courses in improving students’ achievement in subsequent courses in terms of understanding the AE interdisciplinary scope of work and gained skills.
2
Kanlı, Esra. "Assessment of Creativity: Theories and Methods." In Creativity - A Force to Innovation [Working Title]. IntechOpen, 2020. http://dx.doi.org/10.5772/intechopen.93971.
Full textAbstract:
The history of creativity assessment is as old as the concept itself. Researchers from various cultures and disciplines attempted to define the concept of creativity and offer a valid way to assess it. Creativity is generally defined as the ability to produce work that is novel and appropriate. Researchers in the field attempted to measure creativity from different perspectives and tried to answer the question like “What are the mental processes involved in creative thought?, Which personality traits are associated with creativity?, How can a product can be judged to be creative? and, What are the external forces that affect creativity?”. The answers of these questions constitute the most commonly used creativity assessment instruments. This chapter presents a brief overview on assessment of creativity through the eyes of the psychometric perspective and discusses the strengths and weaknesses of various instruments used in the field.
3
Baer, John. "The Consensual Assessment Technique." In Handbook of Research Methods on Creativity, 166–77. Edward Elgar Publishing, 2020. http://dx.doi.org/10.4337/9781786439659.00020.
Full text
4
Adolphe, Bruce. "The Musical Imagination." In Secrets of Creativity, 376–404. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190462321.003.0020.
Full textAbstract:
Composers have taken various approaches to create musical compositions, including an exploration of the relationship between intellect, emotion, and memory as they combine in the imagination. In this chapter, aspects of compositional thought—defined primarily in terms of dreaming and thinking—are considered in detail, and the reader is given means to explore these methods of thought through specific imagination exercises. The author also examines these concepts through historical and contemporary examples of the creative process, with analyses that link personal real-life experiences to musical ideas in music by Mozart and Beethoven, as well as in works by the author. Examples of the author’s own creative process are examined, with particular attention paid to the relationship of inspiration and improvisation to the selection of ideas and the realization of those ideas through technique and craft. A central focus is the process of creative decision-making and its link to emotional authenticity as a manifestation of the composer’s memories and inner life. The idea of truth and personal artistic expression is investigated. Particular principles of composing—surprise, emotional authenticity, economy, and unity—serve as essential tools for assessment during the composing process. The role of unconscious thought is considered as an aspect of the mysterious side of the creative process, linked to dreaming and associative thinking. Finding musical inspiration from real life, neuroscience, and preexisting music are considered in depth within the context of compositional analysis. Neuroscience in particular is explored along with the composer’s work with neuroscientist Antonio Damasio.
5
"Three-Dimensional Images, Computer Animation, and Communicability." In Assessment Methods and Success Factors for Digital Education and New Media, 32–64. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8721-8.ch002.
Full textAbstract:
The author analyze the importance of the evolution of the notion of perspective and communicability between engineers and artists. In addition, some digital and interactive practical cases are investigated in the 3D reconstruction of innovative and old inventions and/or mechanisms, based on stored designs, on paper. There is a review of digitized personal designs, with a high degree of creativity and originality, between Western and Eastern culture. Simultaneously and independently of the STEAM knowledge (science, technology, engineering, art, and math) of the potential users of interactive systems, the main advantages of including computer animations for educational purposes are presented. Finally, it is verified how the contents related to human ingenuity and that belong to the universal cultural heritage serve to promote the latest advances in new technologies among the various generations of users that range from hypertext to the metaverse.
6
"Powering the Use of Comics in Educational Emergency Situations." In Assessment Methods and Success Factors for Digital Education and New Media, 272–308. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8721-8.ch010.
Full textAbstract:
In this chapter, the author present the first set of strategies called “CFC” (comics for crises) to encourage the use of comics in emergency situations (health, extreme weather events, seismic events, wars, among others) that prevent face-to-face classes. The purpose is to maintain the group contact of the students and as a means of information, training, entertainment, creativity, and furthermore, an instrument of catharsis of lived experiences. The research promotes the critical-constructive analysis of the evolution of the comic through time to investigate the evolution of design and content in the various media of social communication from the 20th century. Finally, an experimental methodology and results obtained in the tasks that go from the systematic analysis of the main components of the comic to the creation of a comic strip through the use of analogical and/or computerized supports are disclosed.
7
Kuhn, Will, and Ethan Hein. "Assessing Music Lab Projects." In Electronic Music School, 223–25. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190076634.003.0011.
Full textAbstract:
Creative project-based learning poses unique challenges for assessment: open-enrollment music technology classes must serve students with widely varying levels of prior knowledge and skills, there are no standardized guidelines for evaluating music technology projects, and it is impossible to evaluate creative work objectively in general. Project-based educators must therefore apply as much creativity to assessment as they apply to project design. This chapter suggests ways to balance the necessity of giving grades against a desire to build students’ intrinsic motivation, such as de-emphasizing letter grades and numerical scores in favor of verbal feedback. It also discusses how to create a classroom culture of constructive feedback, thereby introducing students to the methods and practices used by creative professionals. It gives strategies for modeling the kind of close listening students should be able to do for themselves, and for giving and receiving criticism without being excessively judgmental or defensive.
8
Bopp, Jenny. "Storytelling Through Dance and Movement." In Healing Through the Arts for Non-Clinical Practitioners, 124–55. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5981-8.ch009.
Full textAbstract:
Everyone has a story to tell, but because of trauma, not everyone can use words to tell it. The purpose of this chapter is to demonstrate an arts-based, trauma-informed, hope-infused movement and storytelling curriculum for adults (ages 19+) who are in recovery from various addictions or traumatic experiences. The curriculum was implemented with a group of five people selected by the supervising agency (Kingdom Recovery) to assess whether or not it proved beneficial to the participants. Assessment methods included before/after class experiences, a movement assessment checklist, and an evaluation survey. The curriculum consisted of seven lessons lasting 90 minutes each, and the goal of the curriculum was to promote life-skill building, healing, and hope. At the end of the seven-week time period, subjects performed pieces they choreographed throughout the sessions as a celebration of their accomplishments and hard work. The goals of the curriculum were accomplished successfully and 100% of the participants noticed an increase in their confidence, empathy, and creativity.
9
Topal Altindiş, Zehra. "Perspective Chapter: New Approaches to the Assessment of Domain-Specific Creativity." In Creativity [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.102311.
Full textAbstract:
Science and technology getting continue to advance, the true wealth of our civilization will manifest in human creative output. Accordingly, technological developments offer great opportunities for creativity researches and assessment of creativity. While there are studies in the literature on the creation of computer-based creative products on the one hand, studies on whether creativity can be evaluated automatically or not, on the other hand, have started to attract attention. In addition, field experts turned to new research to understand whether creativity assessment could be automated and measured more quickly and qualitatively, and to explore whether this calculation method could be standardized. Researches conducted in the last 10 years have shown that computational approaches towards semantic distance have made significant contributions to the field both in theory and in practice. However, it can be said that there are very few studies that measure creativity based on semantic distance. This chapter presents a brief overview to discuss whether a computer-based measurement tool that can perform automatic calculations can be used in the evaluation of linguistic creativity in light of the evidence obtained from the literature.
10
Lock, Jennifer V., and Kim Koh. "Instructors' Professional Learning and Implementation of Problem-Based Learning in Higher Education." In Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education, 69–84. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9232-7.ch005.
Full textAbstract:
Contemporary educational reform in North America, as well as other parts of the world, has led to a shift toward conceptualizing assessment, teaching, and learning for the purpose of developing students' competencies (e.g., critical thinking, complex problem-solving, creativity and innovation, collaboration). Both in K−12 schools and higher education, instructors need to adopt innovative pedagogies and assessments to support the fostering of these competencies. In this chapter, the authors report on a mixed-method study where the implementation of problem-based learning (PBL) was used in a preservice teachers' assessment course designed in a teacher preparation program at one western Canadian university. The findings acknowledge that facilitating PBL is a pedagogical shift and requires instructors to revisit their pedagogical practices and assumptions in relation to student learning and teaching. The chapter concludes with three directions for future research.
Conference papers on the topic "Creativity assessment methods"
1
Oman, Sarah, Irem Y. Tumer, and Robert Stone. "Reducing the Subjectivity in Creativity Assessment." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-35369.
Full textAbstract:
Previous research presented a method, called the Comparative Creativity Assessment (CCA) that calculates the creativity of individual concepts in a set of designs. Several limitations regarding these metrics are addressed and mitigated within this paper with the creation of the Expanded Creativity Assessment Method (ECAM), namely how to reduce the subjectivity of the function weights and factor in combination effects between two or more functions. The subjectivity limitation is mitigated by the inclusion of the combination effects through a major expansion to the original metrics with data validation based on analyses of the original concept data (using the former method of setting the function weights) versus using the expanded method. Statistical analysis of the different methods to calculate creativity is discussed in the Results and Conclusions.
2
Toh, Christine A., Elizabeth M. Starkey, Conrad S. Tucker, and Scarlett R. Miller. "Mining for Creativity: Determining the Creativity of Ideas Through Data Mining Techniques." In ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/detc2017-68304.
Full textAbstract:
The emergence of ideation methods that generate large volumes of early-phase ideas has led to a need for reliable and efficient metrics for measuring the creativity of these ideas. However, existing methods of human judgment-based creativity assessments, as well as numeric model-based creativity assessment approaches suffer from low reliability and prohibitive computational burdens on human raters due to the high level of human input needed to calculate creativity scores. In addition, there is a need for an efficient method of computing the creativity of large sets of design ideas typically generated during the design process. This paper focuses on developing and empirically testing a machine learning approach for computing design creativity of large sets of design ideas to increase the efficiency and reliability of creativity evaluation methods in design research. The results of this study show that machine learning techniques can predict creativity of ideas with relatively high accuracy and sensitivity. These findings show that machine learning has the potential to be used for rating the creativity of ideas generated based on their descriptions.
3
Berglund, Anders, and Sofia Ritze´n. "Towards Individual Innovation Capability: The Assessment of Idea Generating Methods and Creativity in a Capstone Design Course." In ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-87628.
Full textAbstract:
Innovation is per se based not only on the individual problem solving, but the process from new ideas to commercialization of new products. However, in a time with rapid technology shifts and frequently altered customer requirements, creativity and more precisely the lack of useful new ideas surfacing is viewed as problematic by companies. Ways of involving creativity has been to apply idea generating (IG) methods for identification of creativity sources. This paper consists of a combined theoretical and empirical approach which aims at studying existing tests and proposing suitable creative methods to be used in higher engineering education. The authors work with an extensive capstone design course in Integrated Product Development that emphasizes systematic and parallel approaches to product development. In contrast to traditional modes and styles of teaching that make few attempts to encourage students to pursue a variety of IG methods the capstone design course in integrated product development puts a large part of the responsibility on the students. In all cases IG and use of creativity methods is a natural ingredient. Thus, students’ self-regulation and insights into how to work with methods and exercises is particularly interesting as this may have an affect on managing their creative skill. Overall possible improvements in students’ creative potential transcend interesting notions on capability to innovate. Thus, this paper’s purpose is to investigate whether creativity as an ingredient of a student’s innovation capability is influenced by using IG methods. And whether the selections made by project groups are aligned to best utilize students’ creative thinking.
4
Starkey, Elizabeth M., Christopher A. Gosnell, and Scarlett R. Miller. "Implementing Creativity Evaluation Tools Into the Concept Selection Process in Engineering Education." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-47396.
Full textAbstract:
In design research, creativity assessment methods have been studied to obtain quantitative measurements of design novelty and feasibility for use in the concept selection process. However, little research exists that studies the application and implementation of these tools by engineering students on grade-dependent class projects. In this study, teams of undergraduate engineering design students evaluated their own early product sketches using informal team discussions, a creativity scale and our Tool for Assessing Semantic Creativity (TASC) adjective selection method. The resulting evaluations were compared and contrasted with evaluations obtained from the widely adopted Shah Vargas-Hernandez and Smith (SVS) method and expert ratings. These findings demonstrate that our TASC adjective selection method of evaluating design creativity is tapping into similar constructs of creativity as informal team discussions and expert evaluations. They also indicate that the SVS method does not appear to be evaluating creativity as perceived by engineering design students or experts. The results of this study can be used to understand how students make decisions during the concept selection process and how tools can be developed or implemented in the classroom setting to aid in this process.
5
Rogers, Damian, and Filippo A. Salustri. "Comparative Evaluation of a Novel Concept Design Method." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-63769.
Full textAbstract:
Based on their previous work in creating a new method of design, termed the “Design by DNA” method, the authors are now experimentally validating the method against other, known methods. The goal of the experiment is to determine if Design by DNA promotes creative designs. Specifically, the authors are seeking to measure and compare creativity resulting from the use of Design by DNA and from other, known design methods. However, few have conducted empirical experiments in the past, and further, the literature on comparatively evaluating creativity of different design methods is relatively sparse. Therefore, the authors are developing a framework for defining and executing meaningful experiments that can accommodate various design methods, including Design by DNA, and also provide meaningful data to comparatively evaluate those methods, with the goal of determining whether Design by DNA impacts creativity in design. The experimental framework is described, and results of a pilot experiment are given. In that framework, creativity was characterized by novelty, usefulness, and cohesion. Due to small sample sizes, confidence in the results is not particularly high. Even so, some results do indicate several points of interest. An analysis of the results suggests that Design by DNA can offer advantages in engineering design, ranking higher in both the ‘usefulness’ and ‘cohesion’ categories of the creativity assessment. Hypotheses are given to explain why the experimental results show the slightly lower score in the ‘novelty’ category. Experiment participants were also evaluated on the NASA Task Loading Index (TLX) to evaluate how taxed they were using the different design methods and results are shown. Here, the Design by DNA method accrues better scores in 5 of the 6 NASA TLX categories, suggesting that it was less strenuous on the participants than the other methods. Statistical analysis of both the creativity scores and the TLX document shows confidence levels of between 65% and 96%, which is acceptable for very low populations. As this was a pilot experiment, the authors foresee future work to improve the results presented here. First, larger sample sizes are needed to improve statistical significance of our conclusions. Secondly, the authors wish to set out a series of experiments whereby each test is run by pitting one specific design method against the Design by DNA method, to better show a 1-on-1 comparison between the methods and highlight the strengths and weaknesses of each.
6
Chivu, Ralucagiorgiana, Mihai Orzan, Luizamaria Turlacu (lazar), and Andravictoria Radu. "ALTERNATIVE EVALUATION METHODS IN UNIVERSITY EDUCATION." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-233.
Full textAbstract:
The alternative methods of evaluation are interest subject because of their presence in the Romanian educational system from the beginning of the educational stages until the last cycle of studies conducted by each person. I consider that the topicality of the theme is in its usefulness and applicability in the educational context regardless of the stage or cycle we refer to, alternative assessment methods being more and more common and used in the observation and evaluation of students. They have the main benefit of knowing the individual and their behavior, skills and abilities, and not just the ability of memorize or learn. The idea of alternative evaluation has become important, precisely because I appreciated the situations in which students was subjected to evaluation using these methods that offered them the possibility of organization, creativity and ingenuity. A reference example could be from a high school discipline, namely Language and Literature, in which the evaluation could consisted also in the elaboration of a work portfolio that included several optional individual activities. In addition, in the academic environment, the idea of portfolio or summative assessment is much more common because the marks obtained in the seminar count to the final grade, and here is the opportunity for the student to recover the score while for the exam has only one chance or more in case of arrears). Practically, assessment can be regarded as a complex process through which the student's level of training is measured, but this is an indispensable process from the perspective of the didactic framework which involves both scientific training in the evaluation and discipline field as well as a an extra effort to reduce, as close to the minimum as possible, the subjectivism in the appraisals it usually makes.
7
Zheng, Xuan, and Scarlett R. Miller. "How Do I Choose? The Influence of Concept Selection Methods on Student Team Decision-Making." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-60333.
Full textAbstract:
While research has been conducted to study the use of concept selection methods in design education, few studies have focused on the influence of these methods on individual students’ and teams’ thought processes in grade-dependent class projects. In order to fill this research gap, the current study was designed to compare the influence of two concept selection methods, the Concept Selection Matrix (CSM) and a new adjective assessment method called the Tool for Assessing Semantic Creativity (TASC), through an experimental study in two sections of a first year engineering design class. The results of the study show that while students were equally confident in the concept ratings from the CSM and TASC methods, they reported that they were more likely to select ideas ranked highly in the CSM method. However, subsequent analysis revealed no difference between the common elements in the ideas rated highly by the two methods and the final design ideas produced.
8
Song, Binyang, Scarlett Miller, and Faez Ahmed. "Hey, AI! Can You See What I See? Multimodal Transfer Learning-Based Design Metrics Prediction for Sketches With Text Descriptions." In ASME 2022 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/detc2022-91269.
Full textAbstract:
Abstract Measuring design creativity is an indispensable component of innovation in engineering design. Properly assessing the creativity of a design requires a rigorous evaluation of the outputs. Traditional methods to evaluate designs are slow, expensive, and difficult to scale because they rely on human expert input. An alternative approach is to use computational methods to evaluate designs. However, most existing methods have limited utility because they are constrained to unimodal design representations (e.g., texts or sketches) and small datasets. To overcome these limitations, we propose a multimodal transfer learning-based machine learning model to predict five design metrics: drawing quality, uniqueness, elegance, usefulness, and creativity. The proposed model utilizes knowledge from large external datasets through transfer learning and simultaneously processes text and sketch data from early-phase concepts through multi-modal learning. Through six unimodal models using only texts or sketches, we show that transfer learning improves the predictive validity of text learning and sketch learning by 2%–18% and 9%–24%, respectively, for design metric evaluation. By comparing our multimodal model with the best unimodal models, we demonstrate that joining unimodal text and sketch learning models further increases the predictive validity of the approach by 4%–10%. The proposed models are generalizable to many application contexts beyond design concepts. Our findings highlight the importance of analyzing designs from multiple perspectives for design assessment. Finally, we discuss the challenges and opportunities in developing AI models for design metric evaluation.
9
Kissova, Olga. "IMPLEMENTING OF A DIVERGENT APPROACH FOCUSED ON VERBAL CREATIVITY IN PROFESSIONAL ENGLISH TRAINING FOR GRADUATES." In 9th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2022. SGEM WORLD SCIENCE, 2022. http://dx.doi.org/10.35603/sws.iscss.2022/s08.082.
Full textAbstract:
The work aims to apply a divergent and convergent approach in teaching professional English focused on developing verbal creativity within the training of communication skills for university students. The research involved 50 students of economics in an experimental group with a divergent approach (N = 25) and a control group with a traditional convergent approach (N = 25) at the University of Zilina in an engineering study within an 8-week experiment. Before/after the experiment, verbal creativity in topic-based production was tested based on verbal, associative and expressional fluency, spontaneous flexibility, and originality in business English. Comparing the test results of both groups and student self-assessment questionnaires (5-Linkert scale, open-ended questions) were used to measure the differences in connection with the experiment. Both qualitative and quantitative research methods were implemented (mean, median, standard deviation) using SPSS software and open-ended questions were coded and analysed through Google Analytics. The research findings confirmed expectations about the positive impact of the divergent approach that applied pro-creative methods and forms in a student-centred interactive environment that proved increasing motivation, language awareness, and practical knowledge of the target language compared to the control group.
10
Ogar, Aleksey, and Lyudmila Stepnova. "A Psychological Competence Assessment System for Trade Business Professionals Based on Economic Performance Indicators." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-61.
Full textAbstract:
The high demand for businesses to objectively assess their employees in order to make human resource decisions and further business development faces the issue of a lack of reliable staff assessment methodologies and the difficulty of interpreting the resulting assessment reports for practical use. Despite the fact that the competence approach to the assessment of specialists has been repeatedly considered by both domestic and foreign scientists, there is still no systematic psychological research aimed at establishing a link between the level of competence development of trade business specialists and the quantitative-qualitative sales indicator. The study focused on 32 sales managers from two commercial organisations in Moscow. Empirical data was obtained via test methods ‘Short Reference Test’ (V. N. Buzin, E. F. Vanderlik), ‘Eysenck Personality Inventory’, abridged version (H. J. Eysenck, G. J. Wilson, K. J. Jackson), questionnaire ‘Fear of Success, Need Achievement, and Fear of Failure’ (A. A. Rean), ‘Self-assessment of manager’s business and personal qualities’ (F. Fiedler), ‘Verbal creativity’ (S. Mednik), biographical method. As a result of the conducted research the connection between the level of development of communicative, socio-perceptual and auto-psychological competences and the effectiveness of professional activity of sales managers, measured by the number of sales for a certain period of time, has been revealed. The results of this study can be used in recruitment as well as for targeted investment in staff development and training to improve competencies and the financial performance of the company.