Creative learning assessment
The CLA
The CLA Creative Learning Continuum, with cross-curricular and cross-age dimensions of learning, proved a clear, informing and open structure for reflecting on progress. Based on CLPE’s Patterns of Learning continuum (1990), it comprised:
(i) confidence, independence and enjoyment
(ii) collaboration and communication
(iii) creativity
(iv) strategies and skills
(v) knowledge and understanding
(vi) reflection and evaluation. (Ellis 2009:317)The CLA observation framework
“The CLA observation framework allows teachers space to record what they are noticing while children are working on a creative project. It asks questions like: ‘In what ways are children able to take risks and experiment in their learning?’, ‘Do they generate ideas, questions and make connections?’, ‘Are there examples of responding to and commenting on their own and other people’s work?’” (Ellis 2009:319).
Ellis: (2009:318) provide an example observation grid including each of the six creativity contexts. If we understood right, these items are not standardized and can be expanded or adapted to context.
- (i) confidence, independence, enjoyment, e.g.
- developing pleasure and enjoyment
- engagement and focus
- empathy and emotional involvement
- self-motivation
- (ii) collaboration and communication, e.g.
- works effectively in a team
- contributes to discussion, makes suggestions
- listens and responds to others
- perseveres, overcomes problems
- communicates and presents ideas
- (iii) creativity, e.g.
- is imaginative and playful
- generates ideas, questions and makes connections
- risk-takes and experiments
- expresses own creative ideas using a range of artistic elements
- (iv) strategies and skills, e.g.
- identifies issues and explores options
- plans and develops a project
- demonstrates a growing range of artistic/creative skills
- uses appropriate subject specific skills with increasing control
- (v) knowledge and understanding, e.g.
- awareness of different forms, styles, artistic and cultural
- traditions, creative techniques
- uses subject specific knowledge and language with
- understanding
- (vi) reflection and evaluation, e.g.
- responds to and comments on own and others’ work
- responds to artistic/creative experiences
- analyses and constructively criticises work
The CLA scale
- Level 1:
Bibliography
- Craft, A. (2005). Creativity in Schools. Tensions and Dilemmas. Abingdon: Routledge.
- Craft, A. 2005; Craft, A., Burnard, P. and Grainger, T. (2005), Progression in Creative Learning (PICS) Open University Press.
- DCMS (2002). Creative Partnerships Mission Statement. London: DCMS.
- DfES (2003). Excellence and Enjoyment: a strategy for primary schools. London: DfES.
- DfES (2005). Every Child Matters. London: HMSO.
- Eisner, E. (2000). The Arts and the Creation of Mind. New Haven, CT: Yale University Press.
- Ellis, Sue (2009), Creative Learning Assessment (CLA): a framework for developing and assessing children’s creative learning, in Proceeding of "Can creativity be measured?", Brussels, May 28-29, 2009. PDF
- Ellis, S., Barrs, M. and Bunting, J. (2007). Assessing Communication and Learning in Creative Contexts. London: CLPE/CfBT
- Villaba, Ernesto (ed) (2009). Proceeding of "Can creativity be measured?", Brussels, May 28-29, 2009. Measuring Creativity: the book (includes all chapters as PDF).