K-2 Creativity Rubric - Ephrata Area School District...Creativity)Rubric:)Kindergarten32nd)Grade))...

A powerful creator/creative thinker develops ideas, connections and solutions to create something novel for an aesthetic and/or practical purpose.

Creativity Rubric: Kindergarten-‐2nd Grade

Learning Goal

Novice – 1 Emerging – 2 Proficient -‐ 3 Exemplary -‐ 4

I can create my own ideas for a task.

Idea Generation

• Student is unsure aboutwhat is expected so anyidea is scattered orunfocused

• Generally mimics ideasfrom others (ratherthan creating newideas) that are relatedto the task

• Creates new ideas thatare related to the task

• Creates a range of newideas by consideringlots of possibilities,looking more closely atkey information, orreexamining the task

I can use my best ideas to do the task

Creative Production

• Student needssignificant assistance indeveloping an idea orselecting which idea touse to do the task.

• Selects idea(s) to usebut the productiondoes not fully line upwith what the task wasasking

• Selects idea(s) to usethat meet the goals ofthe task

• Selects idea(s) to gobeyond what the taskexpects (e.g. attentionto detail, application toa new topic)

Creativity Rubric-‐ Grades 3-‐5

A powerful creator/creative thinker develops ideas, connections and solutions to create something novel for an aesthetic and/or practical purpose.

Learning Goal Novice – 1 Emerging -‐ 2 Proficient -‐ 3 Exemplary -‐ 4

I can generate new ideas to complete a task or challenge.

Idea Generation

Student creates a small number of ideas to meet the challenge, but the ideas do not clearly connect to the challenge.

Creates a small number of ideas to meet the challenge.

Creates an acceptable number of ideas to meet the challenge; ideas include enough detail to spark a creative process.

Creates a large number of clear ideas to meet the challenge; uses a unique and imaginative approach when generating ideas.

I can explore new ideas

Openness and Courage to Explore

Student displays a lack of tolerance for ambiguity; usually stops exploring ideas when presented with challenges.

Displays low tolerance for ambiguity; sometimes perseveres when presented with challenges. Has a somewhat clear vision of the end product or performance.

Is beginning to demonstrate openness to ambiguity in exploring ideas; usually perseveres when presented with challenges.; shows a clear vision of the end product or performance.

Consistently perseveres when presented with challenges; shows confidence and ability to take risks. Is beginning to develop curiosity, flexibility, and openness to ambiguity in exploring ideas.

I can use my best ideas to create a

product or performance.

Creative and Productive Innovation

Student creates a product or performance, but the product does not clearly address the challenge and is not considered to be useful or unique. (May simply replicate an existing product.) Shows an inability to reflect on the quality of work.

Creates a product or performance that is directly related to the challenge or problem. Product is somewhat useful and unique. Reflects somewhat accurately on the quality of work.

Uses ideas to create a product or performance that is directly related to the challenge or problem. Product is useful and unique. Provides an explanation of the innovation process with some clarity of the challenge. Reflects accurately about the quality of work.

Provides a thorough description of the problem, investigation, or challenge, including all important details. In his/her own words. Creates a large number of clear ideas to meet the challenge; uses a unique and imaginative approach when generating ideas.

Creativity Rubric- Grades 6-8 A powerful creator/creative thinker develops ideas, connections and solutions to create something novel for an

aesthetic and/or practical purpose.

Performance Area

Novice - 1 Emerging - 2 Proficient - 3 Exemplary - 4

Idea Generation

Shows an inability to grasp the problem, investigation, or challenge.

Generates few ideas; offers ideas that are often vague and relate loosely to the challenge.

Defines the problem, investigation, or challenge, but explanation lacks clarity and may impact idea generation.

Communicates ideas to meet the challenge, but the volume is not sufficient to spark a creative process; ideas are somewhat connected to the challenge at hand.

Clearly defines the problem, investigation, or challenge in a manner that builds a framework for idea generation.

Generates a sufficient volume of clear ideas to meet the challenge; ideas closely address the challenge and are sufficiently detailed to spark a creative process.

Generates a high volume of clear ideas to meet the challenge.

Takes an original, unique, and imaginative approach to idea generation; offers ideas that are broad in their diversity.

Shows skill in asking open-ended questions that lead to the generation of original ideas.

Asks, “Is my idea really new?” Clearly explains information acquired from researching precedents.

Creative Production and Innovation

Creates a product or performance that has a vague or incomplete connection to the task. Provides an explanation of the innovation process and how

Uses ideas to create products or performances that are directly related to the challenge or problem. Provides a somewhat clear explanation of the

Uses ideas to create a product or performance that is directly related to the challenge or problem. Provides a clear explanation of the innovation

Always exhibits diligence and ethical behavior in producing creative works.

Uses convergent thinking



Performance Area


the product addresses the challenge, but explanation is unclear.

Product is not considered to be useful or unique by the broad, target audience and is not considered to be creative by experts. (May simply replicate an existing product.)

innovation process and how the product addresses the challenge.

Product is considered to be somewhat valuable and unique by the broad, target audience and is considered by experts to be somewhat creative.

process and how the product addresses the challenge.

Product is considered to be valuable and unique by the broad, target audience and is considered by experts to be creative.

skills and/or design thinking strategies as appropriate to develop creative ideas into tangible solutions or contributions.

Demonstrates a high degree of adaptability in the production of creative products or performances (e.g., making do with what is at hand to reach goals.

Expression

Has difficulty making the transition between an idea and a concrete representation of that idea in a form that is suitable to share.

Can express ideas, but not necessarily in a form that is suitable for the assigned task.

Is able to express an idea in a concrete form that is suitable for the assigned task.

Is able to express ideas in a new and profound way.

Self-Regulation/ Reflection

Rarely analyzes and questions one’s own creativity and innovation with accuracy. (Does the student assess the quality of his/her ideas? Show perseverance? Dedicate enough

Sometimes analyzes and questions one’s own creativity and innovation with accuracy. (Does the student assess the quality of his/her ideas? Show perseverance? Dedicate enough

Often analyzes and questions one’s own creativity and innovation with accuracy. (Does the student assess the quality of his/her ideas? Show perseverance? Dedicate

Is highly reflective and shows a strong capacity for self-critique. (Does the student assess the quality of his/her ideas? Show perseverance? Dedicate enough time and



Performance Area


time and effort to the creative process? Reflect on the amount of support needed during the creative process?)

time and effort to the creative process? Reflect on the amount of support needed during the creative process?)

enough time and effort to the creative process? Reflect on the amount of support needed during the creative process?)

effort to the creative process? Reflect on the amount of support needed during the creative process?)

Creativity Rubric -‐ Grades 9-‐12

An powerful creator/creative thinker develops ideas, connections, and solutions to create something novel for anaesthetic and/or practical purpose.

Learning Goal

Novice – 1 Emerging – 2 Proficient – 3 Exemplary – 4

1

Idea Generation and Expression

Shows an inability to find a compelling problem or area of focus that demands their attention, or to grasp the problem, investigation, or challenge provided

Shows an inability to reframe the problem, investigation, or challenge into a metaphor or analogy

Generates few ideas

Somewhat effectively, finds a compelling problem or area of focus that demands their attention; defines the problem, investigation, or challenge, but explanation lacks clarity and may impact idea generation

Reframes the problem, investigation, or challenge into a metaphor or analogy, but the metaphor or analogy does not provide a sufficiently clear direction regarding how to approach the task

Communicates some new ideas, but the volume is not sufficient to spark a creative process; asks, “Is my idea really new?”; learning from research about precedents is not sufficient to inform the creative innovation process

Effectively finds a compelling problem or area of focus that demands their attention; clearly defines the problem, investigation, or challenge in a manner that builds a framework for idea generation

Reframes the problem, investigation, or challenge into a metaphor or analogy to yield a clear direction regarding how to approach the task (e.g., “a personal music player is jewelry” metaphor sparked creativity in the idea generation phase that led to the iPod)

Generates a sufficient volume of new ideas; asks, “Is my idea really new?”; clearly explains information acquired from researching precedents

Shows an impressive level of depth of understanding of the problem, investigation, or challenge

Shows an impressive level of depth of understanding of the audience for the solution to the problem, including expectations for and constraints on the solution

Takes an original, unique, imaginative approach to idea generation



Learning Goal


2

Offers ideas that are limited in diversity; ideas are often vague and loosely related to the creative challenge at hand; shows an understanding of the concept of precedents, but fails to research whether ideas offered are new ideas

Participates in limited amounts of brainstorming; raises few open-ended, “what if” questions during the idea generation process

Offers ideas that are somewhat diverse and reasonably clear, though they may not be detailed or expanded enough to show a relationship to the creative challenge at hand

Sometimes asks and answers “what if” questions, but has difficulty clearly expressing ideas to convince participants to consider new solutions or new criteria for making decisions

Offers ideas that are broad in their diversity; ideas are clearly articulated and closely related to the creative challenge at hand

Regularly asks and answers “what if” questions in order to propose new solutions or new criteria for making decisions

Demonstrates a complete understanding of all the characteristics of divergent thinking skills; generates a high volume of new ideas in response to open-ended questions or problems; is open to examining ideas in unexpected ways; generates options that are unusual or statistically infrequent

Asks sophisticated, open-ended questions that lead to the generation of original ideas



Learning Goal


3

Openness and Courage to

Explore

Describes and explores ideas in black-and-white terms with little attention given to diverse points of view; displays low tolerance for ambiguity; rarely challenges existing parameters or ideas

Pursues simple questions that lead to a limited understanding of the full context of the question or problem

Represents a single, often inflexible, perspective in pursuing ideas

Frequently stops exploring ideas when encountering moments of failure or constructive criticism

Is beginning to develop curiosity, flexibility, and openness to ambiguity in exploring ideas, but needs encouragement and support; sometimes challenges existing parameters or ideas

Describes the larger context surrounding the issue with few errors, but the description may lack clarity

Is beginning to show willingness to challenge and go beyond one’s underlying assumptions or beliefs when exploring ideas and solutions

Usually perseveres in exploring ideas when encountering moments of failure or constructive criticism

Is curious, flexible, and open to ambiguity in exploring ideas; consistently challenges existing parameters or ideas

Clearly describes the larger context surrounding the issue with few errors

Displays sufficient willingness to challenge and go beyond one’s underlying assumptions/beliefs when exploring ideas and solutions

Consistently perseveres in exploring ideas when encountering moments of failure or constructive criticism; shows resilience in situations in which failure is part of the experience

Demonstrates high levels of curiosity, imagination, tenacity, and a sense of humor in exploring new concepts and ideas

Displays a sophisticated understanding of and empathy for the context of a problem

Comfortably takes risks, tolerates ambiguity, learns from mistakes, and displays a willingness to grow

Often identifies problems or challenges before others are aware of them



Learning Goal


4

Has an unclear vision of the end product or performance; frequently uses a single, inflexible method for producing products

Has a vision of the end product or performance; is beginning to display resilience when confronted with production challenges or setbacks, but sometimes lacks confidence and ability to take calculated risks and adapt plans

Has a clear vision of the end product or performance; displays sufficient resilience when confronted with production challenges or setbacks; is confident and able to take calculated risks and adapt plans

Critically examines conventional or authoritarian assertions; challenges one’s own assertions or beliefs; willingly expresses unconventional and possibly unpopular ideas

Creative Production and

Innovation

Proposes a product that has a vague or incomplete connection to the task; product is not considered to be valuable or unique by the broad, target audience and is not considered by experts to be creative

Shows an inability to reflect on the quality of work

Somewhat effectively, shapes original ideas into a product in an effort to meet specifications; presents a product that is considered to be somewhat valuable and unique by the broad, target audience and is considered by experts to be somewhat creative

Reflects with minimal accuracy on the quality of work

Effectively shapes original ideas into a product in an effort to meet specifications; presents a product that is considered to be valuable and unique by the broad, target audience and is considered by experts to be creative

Reflects with accuracy on the quality of work

Productively uses an impressive set of divergent thinking strategies to generate ideas

Uses convergent thinking skills and/or design thinking strategies as appropriate to develop creative ideas into tangible solutions or contributions

Products or performances include evidence of spontaneous fluency, flexibility, originality, or elaboration



Learning Goal


5

Self-Reflection/ Agency

Rarely analyzes and questions one’s own creativity and innovation with accuracy

Sometimes analyzes and questions one’s own creativity and innovation with accuracy

Often analyzes and questions one’s own creativity and innovation with accuracy

Is highly reflective and shows a strong capacity for self-critique

K-2 Creativity Rubric - Ephrata Area School District...Creativity)Rubric:)Kindergarten32nd)Grade))...

Documents

Transcript of K-2 Creativity Rubric - Ephrata Area School District...Creativity)Rubric:)Kindergarten32nd)Grade))...