Radical Rubrics: Implementing the Critical and Creative Thinking General Capability through an Ecological Approach

Autor/inn/en	Harris, Dan; Coleman, Kathryn; Cook, Peter J.
Titel	Radical Rubrics: Implementing the Critical and Creative Thinking General Capability through an Ecological Approach
Quelle	In: Australian Educational Researcher, 50 (2023) 3, S.729-745 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harris, Dan) ORCID (Coleman, Kathryn) ORCID (Cook, Peter J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-022-00521-8
Schlagwörter	Critical Thinking; Creative Thinking; Ecology; Compulsory Education; National Curriculum; Foreign Countries; Scoring Rubrics; Creativity Tests; National Competency Tests; Australia; National Assessment Program Literacy and Numeracy + Suchen Sie Ihr Suchwort? Kritisches Denken; Kreatives Denken; Ökologie; Schulpflicht; Ausland; Scoring formulas; Auswertungsbogen; Creativity test; Kreativitätstest; Australien
Abstract	This article details how and why we have developed a flexible and responsive process-based rubric exemplar for teaching, learning, and assessing critical and creative thinking. We hope to contribute to global discussions of and efforts toward instrumentalising the challenge of assessing, but not standardising, creativity in compulsory education. Here, we respond to the key ideas of the four interrelated elements in the critical and creative thinking general capability in the Australian Curriculum learning continuum: inquiring; generating ideas, possibilities, actions; reflecting on thinking processes; and analysing, synthesising and evaluating reasoning and procedures. The rubrics, radical because they privilege process over outcome, have been designed to be used alongside the current NAPLAN tests in Years 5, 7 and 9 to build an Australian-based national creativity measure. We do so to argue the need for local and global measures of creativity in education as the first round of testing and results of the PISA Assessment of Creative Thinking approach and to contribute to the recognition of creative thinking (and doing) as a core twenty-first century literacy alongside literacy and numeracy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01