Mr G Online
Apr 11


Thanks to Education Week‘s blog for drawing my attention to this work on Creativity.

Creativity is defined as one of the four 4Cs of  Learning and Innovation in 21st Century learning. This OECD Creativity working paper is an interesting start in working out how we can define, develop and assess this wide ranging ‘skill’ we call Creativity. On display in the image above is a protype assessment tool developed from much research as outlined in the working paper.

It aims to break down Creativity into 5 main dispositions and then divides these dispositions into 3 sub-habits ( following is an excerpt from the working paper that briefly outlines these :

The Five Creative Dispositions Model

The five dispositions on which we decided to focus were arrived at after careful weighing up of the pros and cons of existing lists of creative dispositions in the light of our criteria. Our model explored the following five core dispositions of the creative mind:

1. Inquisitive. Clearly creative individuals are good at uncovering and pursing interesting and worthwhile questions in their creative domain.

−  Wondering and questioning – beyond simply being curious about things, the questioning individual poses concrete questions about things. This enables him, and others, to think things through and develop new ideas.

−  Exploring and investigating – questioning things alone does not lead to creativity. The creative individual acts out his curiosity through exploration, and the investigating individual follows up on her questions by actively going out, seeking, and finding out more.

−  Challenging assumptions – a degree of appropriate scepticism is an important trait of the creative individual. This means not taking things at face value without critical examination.

2. Persistent. In line with Thomas Edison’s remark above, this section has been repeatedly emphasized.
−  Sticking with difficulty – persistence in the form of tenacity is an important habit of mind enabling an individual to get beyond familiar ideas and come up with new ones.
−  Daring to be different – creativity demands a certain level of self-confidence as a pre- requisite for sensible risk-taking as well as toleration of uncertainty.
−  Tolerating uncertainty – being able to tolerate uncertainty is important if an individual is going to move ‘off of the starting blocks’ on a project or task where actions or even goals are not fully set out.
3. Imaginative. At the heart of a wide range of analyses of the creative personality is the ability to come up with imaginative solutions and possibilities.
−  Playing with possibilities – developing an idea involves manipulating it, trying it out, improving it.
−  Making connections – this process of synthesising brings together a new amalgam of disparate things.
−  Using intuition – the use of intuition allows individuals to make new connections and arise at thoughts and ideas that would not necessarily materialise given analytical thinking alone.
4. Collaborative. Many current approaches to creativity, such as that of John-Steiner (2006), stress the social and collaborative nature of the creative process.
−  Sharing the product – this is about the creative output itself impacting beyond its creator.
−  Giving and receiving feedback – this is the propensity to want to contribute to the ideas of others, and to hear how one’s own ideas might be improved.
−  Cooperating appropriately – the creative individual co-operates appropriately with others. This means working collaboratively as needed, not necessarily all the time.
5. Disciplined. As a counterbalance to the ‘dreamy’, imaginative side of creativity, there is a need for knowledge and craft in shaping the creative product and in developing expertise.
−  Developing techniques – skills may be established or novel but the creative individual will practise in order to improve. This is about devoting time to a creative endeavour.
−  Reflecting critically – once ideas have been generated, evaluation is important. We could call this ‘converging’. It requires decision-making skills.
−  Crafting and improving – this relates to a sense of taking pride in one’s work. The individual pays attention to detail, corrects errors, and makes sure the finished article works perfectly, as it should.
On first glance, I didn’t get the tool but then I found this part of the paper, which explains the purpose of the segments. Read the paper for more detail.


Here is a Scribd version of the paper in full for you to view in its entirety. I’m not commenting on it here until I have read it fully but am interested in your opinions about defining, teaching and assessing Creativity, either your own ideas or a response to this  effort from the OECD.

OECD Creativity Working Paper

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One Response to “Creativity – the challenge of defining, developing and assessing it”

  1. Mrs. B Says:

    Interesting – I am going to try and use a modified version next year I think. This looks like a great tool to break down in kid’s minds what ‘creativity’ is and hopefully show them how these skills apply accross content. As is, it looks too complicated for the kids for the first go-around and even after perusing the paper, I don’t think I could make all those decisions for each sublevel right away- love the idea of self-assessment, but know in my class (sped) will take a while to get the kids understanding the aspects. Love it though!!

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