When the research team at CLPE embarked on the development of an assessment focussing on creative learning, we were aware of the contentious nature of the task and the size of the challenge. Creativity itself is a slippery concept to pin down. Attempts to assess it are seen by some as undesirable, impossible and counterproductive. It is difficult to assess any complex learning. In creative learning this is compounded: if creativity involves originality and the use of the individual imagination, how can these qualities be judged against a set of predetermined criteria? Creative learning challenges conventional thinking about assessment. Working with teachers from a group of schools in inner city London, we found that it is both possible and valuable to assess creative work and creative learning in order to promote it.
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