Literatura académica sobre el tema "Creativity assessment methods"
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Artículos de revistas sobre el tema "Creativity assessment methods"
Yin, Yuan, Ji Han, Shu Huang, Haoyu Zuo y Peter Childs. "A STUDY ON STUDENT: ASSESSING FOUR CREATIVITY ASSESSMENT METHODS IN PRODUCT DESIGN". Proceedings of the Design Society 1 (27 de julio de 2021): 263–72. http://dx.doi.org/10.1017/pds.2021.27.
Texto completoPark, Namgyoo K., Monica Youngshin Chun y Jinju Lee. "Revisiting Individual Creativity Assessment: Triangulation in Subjective and Objective Assessment Methods". Creativity Research Journal 28, n.º 1 (2 de enero de 2016): 1–10. http://dx.doi.org/10.1080/10400419.2016.1125259.
Texto completoLong, Haiying y Weiguo Pang. "Rater effects in creativity assessment: A mixed methods investigation". Thinking Skills and Creativity 15 (marzo de 2015): 13–25. http://dx.doi.org/10.1016/j.tsc.2014.10.004.
Texto completoShumakova, N. B. "Creativity and its Assessment in Contemporary Foreign Studies". Современная зарубежная психология 10, n.º 4 (2021): 8–16. http://dx.doi.org/10.17759/jmfp.2021100401.
Texto completoLu, Chia-Chen y Ding-Bang Luh. "A Comparison of Assessment Methods and Raters in Product Creativity". Creativity Research Journal 24, n.º 4 (octubre de 2012): 331–37. http://dx.doi.org/10.1080/10400419.2012.730327.
Texto completoKimMiye. "Methods of Creativity Assessment for Using in Physical Education Class". Korean Journal of Measurement and Evaluation in Physical Education and Sports Science 15, n.º 1 (marzo de 2013): 31–43. http://dx.doi.org/10.21797/ksme.2013.15.1.004.
Texto completoKosenkova, Natalya N. y Natalya V. Meshkova. "SELF-ESTEEM AND TYPES OF CREATIVITY IN ADOLESCENTS: RELATIONSHIP AND PREDICTORS". Moscow University Psychology Bulletin, n.º 2 (2020): 45–61. http://dx.doi.org/10.11621/vsp.2020.02.03.
Texto completoFlores, Luciano V., Maria Helena De Lima, Marcelo S. Pimenta, Victor Lazzarini y Damián Keller. "Methods in Creativity-Centered Design for Ubiquitous Musical Activities". ScientiaTec 2, n.º 2 (1 de septiembre de 2015): 25–37. http://dx.doi.org/10.35819/scientiatec.v2i2.1468.
Texto completoBeghetto, Ronald A. "Large-Scale Assessments, Personalized Learning, and Creativity: Paradoxes and Possibilities". ECNU Review of Education 2, n.º 3 (septiembre de 2019): 311–27. http://dx.doi.org/10.1177/2096531119878963.
Texto completoOrder, Simon, Leo Murray, Jon Prince, Julia Hobson y 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, n.º 2 (20 de octubre de 2017): 298–310. http://dx.doi.org/10.1177/1326365x17728827.
Texto completoTesis sobre el tema "Creativity assessment methods"
Wheadon, Jacob D. "Development and Initial Validation of an Innovation Assessment". BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3326.
Texto completoRuiz, 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.
Texto completoThere 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.
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.
Texto completoDilrajh, Kamla Moonsamy. "Fasiliteringsvaardighede vir T2-Afrikaansonderrig". Thesis, 2002. http://hdl.handle.net/10500/2450.
Texto completoSummaries 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)
Libros sobre el tema "Creativity assessment methods"
Reflective practice: Writing and professional development. 3a ed. Los Angeles: Sage, 2010.
Buscar texto completoDick, Michael, Catherine Jenkins y Dave Colangelo. Creativity-Focussed Pedagogical Strategies and Assessment Methods to Support Student Mental Health and Well-being. Ryerson Pressbooks, 2022.
Buscar texto completoLima Rua, Orlando. Creativity and Business Innovation (Volume II). CEOS Edições, 2022. http://dx.doi.org/10.56002/ceos.0073b.
Texto completoLima Rua, Orlando. Creativity and Business Innovation (Volume I). CEOS Edições, 2022. http://dx.doi.org/10.56002/ceos.0072b.
Texto completoLima Rua, Orlando. Creativity and Business Innovation (Volume III). CEOS Edições, 2022. http://dx.doi.org/10.56002/ceos.0074b.
Texto completoCapítulos de libros sobre el tema "Creativity assessment methods"
Bleibleh, Sahera, Lindita Bande y Rahma Adan. "Hands-on Teaching: The Significance of Introductory Courses in Building Architectural Engineering Curriculum". En 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.
Texto completoKanlı, Esra. "Assessment of Creativity: Theories and Methods". En Creativity - A Force to Innovation [Working Title]. IntechOpen, 2020. http://dx.doi.org/10.5772/intechopen.93971.
Texto completoBaer, John. "The Consensual Assessment Technique". En Handbook of Research Methods on Creativity, 166–77. Edward Elgar Publishing, 2020. http://dx.doi.org/10.4337/9781786439659.00020.
Texto completoAdolphe, Bruce. "The Musical Imagination". En Secrets of Creativity, 376–404. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190462321.003.0020.
Texto completo"Three-Dimensional Images, Computer Animation, and Communicability". En 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.
Texto completo"Powering the Use of Comics in Educational Emergency Situations". En 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.
Texto completoKuhn, Will y Ethan Hein. "Assessing Music Lab Projects". En Electronic Music School, 223–25. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190076634.003.0011.
Texto completoBopp, Jenny. "Storytelling Through Dance and Movement". En 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.
Texto completoTopal Altindiş, Zehra. "Perspective Chapter: New Approaches to the Assessment of Domain-Specific Creativity". En Creativity [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.102311.
Texto completoLock, Jennifer V. y Kim Koh. "Instructors' Professional Learning and Implementation of Problem-Based Learning in Higher Education". En 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.
Texto completoActas de conferencias sobre el tema "Creativity assessment methods"
Oman, Sarah, Irem Y. Tumer y Robert Stone. "Reducing the Subjectivity in Creativity Assessment". En 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.
Texto completoToh, Christine A., Elizabeth M. Starkey, Conrad S. Tucker y Scarlett R. Miller. "Mining for Creativity: Determining the Creativity of Ideas Through Data Mining Techniques". En 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.
Texto completoBerglund, Anders y Sofia Ritze´n. "Towards Individual Innovation Capability: The Assessment of Idea Generating Methods and Creativity in a Capstone Design Course". En ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-87628.
Texto completoStarkey, Elizabeth M., Christopher A. Gosnell y Scarlett R. Miller. "Implementing Creativity Evaluation Tools Into the Concept Selection Process in Engineering Education". En 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.
Texto completoRogers, Damian y Filippo A. Salustri. "Comparative Evaluation of a Novel Concept Design Method". En ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-63769.
Texto completoChivu, Ralucagiorgiana, Mihai Orzan, Luizamaria Turlacu (lazar) y Andravictoria Radu. "ALTERNATIVE EVALUATION METHODS IN UNIVERSITY EDUCATION". En eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-233.
Texto completoZheng, Xuan y Scarlett R. Miller. "How Do I Choose? The Influence of Concept Selection Methods on Student Team Decision-Making". En 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.
Texto completoSong, Binyang, Scarlett Miller y Faez Ahmed. "Hey, AI! Can You See What I See? Multimodal Transfer Learning-Based Design Metrics Prediction for Sketches With Text Descriptions". En 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.
Texto completoKissova, Olga. "IMPLEMENTING OF A DIVERGENT APPROACH FOCUSED ON VERBAL CREATIVITY IN PROFESSIONAL ENGLISH TRAINING FOR GRADUATES". En 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.
Texto completoOgar, Aleksey y Lyudmila Stepnova. "A Psychological Competence Assessment System for Trade Business Professionals Based on Economic Performance Indicators". En 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.
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