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iRubric: Creative Thinking Skills rubric

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Creative Thinking Skills Creative Thinking Skills Creative thinking is: the capacity to combine or synthesize existing ideas, images, or expertise in original ways the experience of thinking, reacting, and working in an imaginative way characterized by a high degree of innovation, divergent thinking, and risk taking. -- Association of American Colleges and Universities http://www.aacu.org/value/rubrics/pdf/CreativeThinking.pdf Rubric Code: Q235AXA By norita Ready to use Public Rubric Subject: Arts and Design Type: Project Grade Levels: 6-8

Creative Thinking The capacity to combine or synthesize existing ideas, images, or expertise in original ways the experience of thinking, reacting, and working in an imaginative way characterized by a high degree of innovation, divergent thinking, and risk taking.
	Beginning 1 pts	Developing 2 pts	Proficient 3 pts	Exemplary 4 pts
Fluency - Brainstorming Brainstorming -- How many ideas does the student come up with? (Quantity)	Beginning The student appears to find it difficult to think of new ideas, even when asked to do so.	Developing If someone helps the student, the student can think of some ideas.	Proficient Given guidelines, the student can usually think of several ideas.	Exemplary The student can usually think of many new ideas with or without specific guidelines.
Fluency - Possible Solutions Generating Possible Solutions -- How many ideas does the student come up with?	Beginning The student does not think about various possible solutions or approaches to a problem or project. The student thinks of one solution or approach, and starts to work on the problem or project.	Developing The student tries to think of more than one possible solution or approach to a problem or project. The student considers and rejects less acceptable approaches to solving problems.	Proficient The student generates a few solutions to a problem or project. The student sometimes evaluates them using a variety of criteria to choose the best solution or approach. Having selected from among alternatives, the student develops a logical, consistent plan to solve the problem.	Exemplary The student generates several possible solutions or approaches to a problem or project. The student evaluates them using criteria of practicality, efficiency, and elegance to choose the best solution. Not only does the student develop a logical, consistent plan to solve the problem, but the student recognizes the consequences of the solution and can articulate reasons for choosing that solution.
Flexibility Taking Different Viewpoints / Approaching Problems in Different Ways -- How many areas do the student’s ideas/responses cover? (How different are the ideas from each other?)	Beginning The student only thinks about a problem from one view point.	Developing With help from others, the student thinks about a problem from more than one perspective before the student tries to work on it.	Proficient The student thinks about a problem from a few perspectives before trying to work on it.	Exemplary The student looks at situations and processes from a variety of viewpoints in order to identify problems.
Originality Novelty or Uniqueness of Ideas, Form, Response -- How uncommon/ unique/ clever /original are the student’s ideas/responses? (Quality)	Beginning The student reformulates a collection of available ideas. The student relies on existing examples, models, ideas, or directions. The student follows rules and conventions. The student uses materials and ideas in typical ways.	Developing The student experiment s with creating novel or unique ideas, forms, products, or solutions The student formulates ideas or improvements, but their ideas are predictable or conventional. The student tries to step outside the rules and conventions, or to find new uses for common materials or ideas.	Proficient The student create novel or unique ideas, forms, products, or solutions. The student’s work is unique, surprising, and shows a personal touch.	Exemplary The student extends a novel or unique idea, form, product, or solution to create new knowledge or knowledge that crosses boundaries. The student’s work may successfully break rules and conventions, or use common materials in a new, clever, and surprising way.
Elaboration Connecting, Synthesizing, Transforming -- How detailed and well-developed are the student’s ideas/responses?	Beginning The student appears to find it difficult to add detail, expand, or embellish angle relationship ideas.	Developing With some assistance, the student can expand, develop, and embellish angle relationship ideas.	Proficient The student expands, develops, and embellishes ideas by adding details and making changes to the original angle relationship ideas.	Exemplary The student’s ideas/solutions/responses about angle relationships are extremely well-developed and detailed.
Risk-Taking Going beyond the original parameters of the assignment, introducing new materials and forms, tackling controversial topics, advocating unpopular ideas or solutions -- How willing does the students appear to be to risk failure in successfully completing assignments?	Beginning The student stays strictly within the guidelines of the assignment.	Developing The student considers new directions or approaches without going beyond the guidelines of the assignment.	Proficient The student incorporates new directions or approaches to the assignment in the final product.	Exemplary The student actively seeks out and follows through on untested and potentially risky directions or approaches to the assignment in the final product.

Keywords:

art, visual art, creativity, creative thinking, fluency, flexibility, originality, elaboration, risk-taking

Subjects:

Arts and Design

Types:

Project

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