Pre reading: reaction to the title of this article.

When I think of assessment, I think of evaluation by a set of determined standards that one decides prior to looking at students’ work. The idea of giving a grade comes to mind as well. Usually, there is a rubric that comes with something that students are going to do. Many feel pressure to do what is required. Some students feel limited by this. It may demotivate them to think outside the box. To me, the idea of being creative is being different and resourceful. For myself, I remember being creative both inside the classroom and outside of it. My response to the statement that assessment kills creativity would be, how are the students being evaluated? And yes, I would agree that in many situations, I can see the validity in that statement. Do I think that it kills creativity? Not always. I think of artists, and how they often are very loose with their timeframes to complete a project. They are often thinking of ideas and dreams that lack direction and a focus to stop planning and begin the project. For many, I can see the pressure of having a deadline and a clearer focus could produce a better product.

In the beginning of the article, the author answers the rhetorical question which makes up the title of the article, “Does Assessment Kill Creativity?” with “it depends answer.” After finishing the article, I see how it could. I found it interesting to read about how majority of teachers do not reward creativity. The end of the article readdresses the question and answers it with a resounding “no” assessment does not kill creativity.

Quote, “Given that all students have the potential to be creative, why do many never fully express their potential?” (Page 257). This quote is not inspiring. To me, it is sad to think that students are being limited by something that is out of their control. If it isn’t assessment that kills creativity, what is it that stops students from reaching their full potential? It could be a number of things, but, as teachers, it is our mission to do what we can to help them reach that. Evaluation and assessment should aid in that.

Another quote, “Assessments do not necessarily diminish or undermine student creativity; rather, how students perceive the goal messages sent by their teachers’ assessment practices is what matters” (Page 258). This is so true. To unpack the quote a bit, the author is speaking to how much a teacher genuinely cares about their students really shines through to the students. This type of authenticity is something you can’t really fake. Students pick up on whether or not the teacher really wants to be there teaching the lesson they prepared. It motivates the learner to want to learn, explore, and ultimately put in the effort to reach their full potential. In addition, this quote from the article reinforces the point, “When students understand that their teachers ‘value’ creativity, then this message has positive effect on creativity” (Page 261).

I have heard once that creativity is the relationship between a human being and the mysteries of inspiration. As the article says, creative expression involves taking risks. Teachers’ focus should lie on enhancing creativity. And their assessments of the students’ work should not hinder this.