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Radical rubrics: implementing the critical and creative thinking general capability through an ecological approach
This article details how and why we have developed a flexible and responsive process-based rubric exemplar for teaching, learning, and assessing critical and creative thinking. We hope to contribute to global discussions of and efforts toward instrumentalising the challenge of assessing, but not sta...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer Netherlands
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9020556/ https://www.ncbi.nlm.nih.gov/pubmed/35469322 http://dx.doi.org/10.1007/s13384-022-00521-8 |
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author | Harris, Dan Coleman, Kathryn Cook, Peter J. |
author_facet | Harris, Dan Coleman, Kathryn Cook, Peter J. |
author_sort | Harris, Dan |
collection | PubMed |
description | This article details how and why we have developed a flexible and responsive process-based rubric exemplar for teaching, learning, and assessing critical and creative thinking. We hope to contribute to global discussions of and efforts toward instrumentalising the challenge of assessing, but not standardising, creativity in compulsory education. Here, we respond to the key ideas of the four interrelated elements in the critical and creative thinking general capability in the Australian Curriculum learning continuum: inquiring; generating ideas, possibilities, actions; reflecting on thinking processes; and analysing, synthesising and evaluating reasoning and procedures. The rubrics, radical because they privilege process over outcome, have been designed to be used alongside the current NAPLAN tests in Years 5, 7 and 9 to build an Australian-based national creativity measure. We do so to argue the need for local and global measures of creativity in education as the first round of testing and results of the PISA Assessment of Creative Thinking approach and to contribute to the recognition of creative thinking (and doing) as a core twenty-first century literacy alongside literacy and numeracy. |
format | Online Article Text |
id | pubmed-9020556 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Springer Netherlands |
record_format | MEDLINE/PubMed |
spelling | pubmed-90205562022-04-21 Radical rubrics: implementing the critical and creative thinking general capability through an ecological approach Harris, Dan Coleman, Kathryn Cook, Peter J. Aust Educ Res Article This article details how and why we have developed a flexible and responsive process-based rubric exemplar for teaching, learning, and assessing critical and creative thinking. We hope to contribute to global discussions of and efforts toward instrumentalising the challenge of assessing, but not standardising, creativity in compulsory education. Here, we respond to the key ideas of the four interrelated elements in the critical and creative thinking general capability in the Australian Curriculum learning continuum: inquiring; generating ideas, possibilities, actions; reflecting on thinking processes; and analysing, synthesising and evaluating reasoning and procedures. The rubrics, radical because they privilege process over outcome, have been designed to be used alongside the current NAPLAN tests in Years 5, 7 and 9 to build an Australian-based national creativity measure. We do so to argue the need for local and global measures of creativity in education as the first round of testing and results of the PISA Assessment of Creative Thinking approach and to contribute to the recognition of creative thinking (and doing) as a core twenty-first century literacy alongside literacy and numeracy. Springer Netherlands 2022-04-20 2023 /pmc/articles/PMC9020556/ /pubmed/35469322 http://dx.doi.org/10.1007/s13384-022-00521-8 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . |
spellingShingle | Article Harris, Dan Coleman, Kathryn Cook, Peter J. Radical rubrics: implementing the critical and creative thinking general capability through an ecological approach |
title | Radical rubrics: implementing the critical and creative thinking general capability through an ecological approach |
title_full | Radical rubrics: implementing the critical and creative thinking general capability through an ecological approach |
title_fullStr | Radical rubrics: implementing the critical and creative thinking general capability through an ecological approach |
title_full_unstemmed | Radical rubrics: implementing the critical and creative thinking general capability through an ecological approach |
title_short | Radical rubrics: implementing the critical and creative thinking general capability through an ecological approach |
title_sort | radical rubrics: implementing the critical and creative thinking general capability through an ecological approach |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9020556/ https://www.ncbi.nlm.nih.gov/pubmed/35469322 http://dx.doi.org/10.1007/s13384-022-00521-8 |
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