Build an Assessment Rubric of Student Creativity in Higher Education

Abstract

Attention to student creativity has triggered a number of educational transformations in higher education. However, widespread measures of creativity in higher education are primarily based on a norm-referenced assessment, which provides minimal information on student performance against the learning development in creativity. In response to the lack of effective measures and criteria to link assessment with instruction in creativity education, this article discusses the process of building an assessment rubric of creativity based on the standards-referenced model. It is intended to help teachers and students better understand the learning objectives related to creativity, as well as to monitor and guide the development of student creativity.