For this assignment, you will design a Creativity Rubric you can use in your setting and with your students. Follow the steps below to create your rubric:
1.  Think about the definitions of creativity you reviewed in M1, the characteristics of creativity you explored in M2, and the theories and models of creativity you examined in M3. You may also find this article growing creativity helpful.
2.  Select 5 criteria. These can be related to creative characteristics, definitions, or anything else you can use to assess what creativity looks like in student work. For example, your criteria can be FLUENCY OF IDEAS because you want to see how students connect and evaluate ideas between subject areas and the real world. 
3.  Write a description for each criterion. What does it look like for the students to meet the requirements for this criterion? Use appropriate and high-level action verbs (see Bloom’s Taxonomy verbs or Webb’s Depth of Knowledge). For example, for FLUENCY OF IDEAS, the description can be: The student strategically evaluates and incorporates a variety of important concepts and ideas from different contexts, disciplines, subject areas, and/or the real world.
4.  Choose your rating for each description. For this step, think about the type of rubric you will use. 
5.  Provide an explanation and include appropriate research that justifies why your selection of rubric criteria and descriptions is important in creativity development. Make sure to use in-text citations and add references in APA 7 format. For example, FLUENCY OF IDEAS is important to creative development because….(Research, Year). 
use this site for information

Know Your Terms: Holistic, Analytic, and Single-Point Rubrics

10 Learning & Leading with Technology | May 2011

By Candace Hackett Shively

Focusing on fluency, flexibility, originality, and elaboration skills gives teachers
and students an effective shortcut to developing creativity together.

Grow Creativity!

reativity matters. The world
needs creative thinkers, scien-
tists, engineers, leaders, and

contributing workers. Yet research
repeatedly shows that creativity is
schooled out of us.

A shared vocabulary and lens for
creativity helps teachers and students
know what it means to “be creative”
and where to start. J. P. Guilford’s
FFOE model of divergent thinking
from the 1950s offers four dimensions
to describe creativity:


If you think you don’t have time to
incorporate creativity development
into your curriculum, consider that
FFOE makes time spent on projects
worthwhile because creativity is sup-
ported, deliberate, and meaningful
while still connected to the cur-
riculum. Promoting and analyzing

creativity becomes a simpler matter of
using the terms and involving the stu-
dents, not teaching separate lessons
or developing new materials. In fact,
your student projects may already be
building creativity but may just not
have a vocabulary to talk about it.

Though imagined long before Web
2.0, this model is evergreen, and I
have used it for decades with students
and teachers. The terms are simple
enough to use with students from
kindergarten to AP, as well as with
parents to publicly value and promote
creativity across the curriculum.










Copyright © 2011, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l),, All rights reserved.

The first step to problem solving or
any creative endeavor is having as
many ideas as possible to choose from,
play with, research, or evaluate. Fluency
is the ability to generate lots of ideas,
which loosens up the creative wheels.

Brainstorming builds fluency.
There’s just one rule: Make sure
everyone accepts all responses
during brainstorming without argu-
ment. “Yeah, but” kills fluency and

Brainstorm together as a class or
in groups to build fluency by mak-
ing ongoing lists or concept maps.
Talk about creative fluency as you
brainstorm. Brainstorming on a “flu-
ency wall,” which could reside on an

interactive whiteboard (IWB), a wiki
page, or a piece of butcher paper taped
to the actual classroom wall, promotes
longer-term fluency because it allows
students to add more ideas as they
come to them.

Kathy Hrabik of St. Mary’s Catholic
School in Berea, Ohio, suggests us-
ing Wordle word clouds, as her fifth
graders do, to develop fluency while
learning character analysis. Students
first work together to brainstorm
the characteristics of Santa Claus
(or another character) and create a
Wordle as a class, rep

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