3.2 Creativity as a tool [EN] SM3

CREATIVITY AS A TOOL

INNOVATION IN TEACHING

Creativity as a tool

Within this academic framework, the instructor's creativity is a key element that has to be utilized in the process of creating the tasks and learning activities that the students will be carrying out.

Performance standards

Key characteristics of authentic assessment

Self-assessment

Realistic

Open

Several correct answers

Complex problems

Develops critical and creative thinking

Real application of learning

One of the characteristics that distinguishes authentic assessment is the difficulty of determining when students are learning and when they are being assessed. Thus, it's possible for the instructor to constantly assess the learning, give feedback, and ensure that students are progressing.

Feedback nature of the assessment process

Continuity and permanence of the assessment

The use of new assessment procedures

The roles of assessment in the learning process

From innate ownership in the assessment process towards learning

From innate ownership in the assessment process towards learning

Within this new didactic conception, the assessment acquires an important role, as it helps show the students the level of achievement of their meaningful learning. Continuous self-assessment and co-assessment are suitable ways of gaining evidence during the learning process, reinforcing the idea that such evidence emanates from the learner and not just from the observation or the recognition of progress indicators set by the teacher.

The use of new assessment procedures

The use of new, unorthodox procedures that complement the information obtained through written or oral tests should be encouraged as a way of renewing the assessment process. One of the necessary aspects to consider in this new critical outlook of our assessment practices is the acceptance that any instrument or technique can provide information about our students' learning and, should be considered as a legitimate assessment procedure.

The roles of assessment in the learning process

The assessment process focused on meaningful learning emphasizes the diagnostic and formative roles, giving less importance to the summative role, which is understood as a certification of evidence of achievements or results with meaning for the student. Recognizing that the roles are above the models and are influenced by the contribution of specialists, helps visualize the continuous assessment in the teaching-learning process.

Feedback nature of the assessment process

The primary aim of assessments is to gauge progress in specific knowledge and relate it to students' prior understanding. This necessitates teachers to be vigilant about potential shortcomings in teaching methods, correcting and guiding students to grasp the flexibility of concepts and procedures. Acknowledging errors as part of learning is crucial, refraining from merely penalizing them. Addressing identified deficiencies should not only enhance learning through additional activities but also refine the teaching process continually.

Continuity and permanence of the assessment

The assessment must be a process and, therefore, we are more interested in getting evidence centered on these processes than on the outcomes or products of learning. On the other hand, the huge importance that is usually given to formal cumulative evaluations, practically transformed into final exams, generates situations that detract from the strength of an assessment process that should be characterized by its permanence and continuity. An assessment process strongly tied to the nature of learning should go unnoticed by the student, as it should be linked to the development of the different activities or situations chosen by the teacher.