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TABLE OF CONTENTS

Chapter 1: The Integrated Nature of Assessment and the Creative Process
Chapter 2: Unlocking the Creative Space
Chapter 3: Unlocking Exploration
Chapter 4: Unlocking Elaboration
Chapter 5: Unlocking Expression
Chapter 6: Unlocking Reflection and Response

STUDY GUIDE

• Unlocked study guide

PRINTABLE REPRODUCIBLES

Chapter 1

• Applying Assessment Within the Stages of the Creative Process

Chapter 2

• Figure 2.1: Select and Reflect—Questions to Support Students When Working in the Intellectual Space
• Figure 2.2: Select and Reflect—Questions to Support Students When Working in the Emotional Space
• Figure 2.3: Select and Reflect—Questions to Support Students When Working in the Physical Space
• Suggestions When Designing Creative Spaces
• Unlocking the Creative Space: Observation and Self-Assessment

Chapter 3

• Collecting Conversation Data
• Figure 3.1: Select and Reflect—Questions to Support Students Engaging With Catalysts
• Figure 3.2: Select and Reflect—Questions to Support Students Asking Questions and Generating Ideas
• Figure 3.3: Select and Reflect—Questions to Support Students Developing Patience and Taking Incubation Time
• Figure 3.4: Select and Reflect—Questions to Support Students Collaborating, Trusting, and Playing
• Figure 3.5: Working Through Ambiguity
• Figure 3.6: Select and Reflect—Questions to Support Students Suspending Judgment and Accepting Ambiguity, Failure, and Chaos
• Figure 3.7: Select and Reflect—Questions to Support Students Making Connections
• Figure 3.8: Select and Reflect—Questions to Support Students Making Choices and Decisions
• Figure 3.9: Select and Reflect—Questions to Support Students Setting Goals and Criteria
• Self-Assessment and Goal Setting During Exploration
• Unlocking Exploration: Observation and Self-Assessment
• Using Conversation as a Formative Assessment Tool During the Creative Process

Chapter 4

• Creative Focus Tracker
• Elaboration Self-Assessment and Goal Setting
• Figure 4.1: Select and Reflect—Questions to Support Students Engaging in Research and Development
• Figure 4.2: Select and Reflect—Questions to Support Students Building a Knowledge Base and Developing Insight
• Figure 4.3: Select and Reflect—Questions to Support Students Noticing, Describing, and Analyzing
• Figure 4.4: Select and Reflect—Questions to Support Students Refining Goals and Criteria
• Figure 4.5: Experimenting and Evaluating Student Self-Assessment Form
• Figure 4.6: Select and Reflect—Questions to Support Students Experimenting With Form
• Figure 4.7: Self-Assessment Guide During Elaboration
• Figure 4.8: Feedback Frame to Guide Feedback Conversations
• Figure 4.9: Select and Reflect—Questions to Support Students Redesigning, Revising, or Revisiting a Creative Product or Performance
• Ingredients for Creativity
• Observation and Action
• Observations by Target
• Seeking Feedback
• Unlocking Elaboration: Observation and Self-Assessment

Chapter 5

• Expression Self-Assessment and Reflection on Goals and Success Criteria
• Figure 5.1: Select and Reflect—Questions to Support Students Establishing Their Method of Sharing and Their Reasons for Doing So
• Figure 5.2: Select and Reflect—Questions to Support Students Confirming Their Product, Performance, or Service
• Figure 5.3: Select and Reflect—Questions to Support Students Selecting an Audience
• Observation During Expression
• Table 5.1: Possible Products, Performances, and Services That Express Creative Learning
• Table 5.2: Possible Audiences for Creative Expression
• Table 5.3: Possible Sharing Formats
• Unlocking Expression: Observation and Self-Assessment

Chapter 6

• Comparing Creative Work
• Figure 6.1: Select and Reflect—Questions to Support Students During Illumination
• Figure 6.2: Select and Reflect—Questions to Support Students Verifying Whether Their Work Meets Their Established Goals and Criteria
• Figure 6.3: Select and Reflect—Questions to Support Students Internalizing Creative Mindsets and Practices
• Figure 6.4: Questions to Help Family Members Guide the Conversation as they Explore Creative Portfolios With Their Students
• Figure 6.5: Goal Setting After Reflection
• Figure 6.6: Select and Reflect—Questions to Support Students Re-Engaging With and Refining Their Work
• Figure 6.7: Select and Reflect—Questions to Support Students Developing Forgiveness and Empathy
• Figure 6.8: Select and Reflect—Questions to Support Student Reflection
• My Portfolio
• Reflection and Response Self-Assessment
• Unlocking Reflection and Response: Observation and Self-Assessment

SUGGESTED RESOURCES

BOOKS

• Erkens, C., Schimmer, T., & Vagle, N. D. (2017). Essential Assessment: Six Tenets for Bringing Hope, Efficacy, and Achievement to the Classroom. Bloomington, IN: Solution Tree Press.
• Porosoff, L., & Weinstein, J. (2018). EMPOWER Your Students: Tools to Inspire a Meaningful School Experience, Grades 6–12. Bloomington, IN: Solution Tree Press.
• Reeves, D. (2015). Inspiring Creativity and Innovation in K–12. Bloomington, IN: Solution Tree Press.
• White, K. (2017). Softening the Edges: Assessment Practices that Honor K–12 Teachers and Learners.
Bloomington, IN: Solution Tree Press.
• Wiliam, D. (2018). Embedded Formative Assessment (2nd ed.). Bloomington, IN: Solution Tree Press.

WEBSITES

• Right Question Institute