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to The Griffith Graduate Site Creativity & Innovation Toolkit
ASSESSMENT:
Assessing students’ creativity 
Guidelines for assessing students' creativity
- Offer students as wide a range of assessment options as possible
- Specify each aspect of creativity that will be assessed
- Allow enough time to assess the creative elements in each assignment
- Let students know the criteria
- Show students how their expectations and your expectations align
Specify each aspect of creativity that will be assessed
Ensure students know what you will be assessing. Some of the criteria for assessing creative work listed below were drawn from examples in Nightingale, et al (1996), others from Griffith University, and they come from a number of different discipline areas, including architecture, tourism and leisure studies, music and visual art. They include different kinds of criteria – for assessing “mastery of technical skills and the demonstration of creativity and artistic expression” (Nightingale, et al, 1996, p. 172):
| Architecture | Functional response to brief; use of site; evidence of framework of ideas; design concept development; quality of design; integration of structure; cost control; engineering product design; design methods; ergononomic analysis; economic analysis; aesthetic analysis; design communication; research and analysis; interpreting the project brief; understanding market needs; problem analysis; creative and imaginative development; concept generation; concept development; critical and decision making skills; professional and executive abilities; technological understanding; project management; ability to apply engineering theory; oral presentation skills. |
| Music | Technical proficiency (articulation;
tonal quality; accuracy; agility; posture; memorisation; intonation;
diction – if applicable); musicianship (sense of style; use
of colour; phrasing; line; dynamic differentiation; rhythm; tonal
balance; improvisation – if applicable); musical character/temperament
(sense of individual personality; interpretive qualities; ability
to communicate emotion; sense of involvement; personal presentation);
overall impact. |
| Visual art: 2340QCA: Interdisciplinary Art Practice (Painting) at Queensland College of Art, Griffith University |
Aesthetic Achievement as evidenced
by: pictorial organisation; composition and structure; expressive
content; formal resolution. Conceptual Achievement as evidenced by: contextual relevance; development of resources; development of ideas; communication of intention; innovation and originality. Technical Achievement as evidenced by: media skills; knowledge of relevant processes; handling of materials and equipment; curatorial knowledge and presentation. Studio Performance as evidenced by: effective time management; regular consultation with teaching staff; completion of folio requirements by due dates; responsible and safe studio practice; consistent participation in studio activities, tutorials and critiques. |
| Design: 2545QCA: Creative Thinking |
Seminar presentation: Level of risk
evidenced in presentation; demonstrated creativity/innovation; a written
rationale; and audience participation. Creative product: Demonstrated creativity/innovation; practicality (Can it work?); overall visual impact (Gestalt qualities); and written rationale and research. |
| Tourism Studies: 2108HSL: Tourism Studies |
Exercise/Activity: Synthesise theoretical
and practical knowledge about tourist behaviours to analyse existing
leisure travel products and design a modified or new product (eg.
Fishing tour; bed and breakfast stay; children’s holiday programme). Creativity and innovation for this assessment item is defined as:
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