Creativity and Innovation Rubric
1.) Alignment with MA Curriculum Frameworks
Challenging grade-level work
♦ Students engage in challenging, in-depth work, based on grade level standards.
♦ Projects and units introduce new material and/or build upon learned concepts and skills.
Development of critical and analytical thinking skills
♦ Students develop analytical and critical thinking skills, such as how to develop an open-ended research question, gather and analyze data, evaluate sources of information, construct an argument supported by evidence, explain a difficult concept, or solve a complex problem. Students develop and practice good questioning skills.
Connections across disciplines
♦ Students apply knowledge and techniques, drawing on skills developed through writing, reading, oral communication and through the study of math, the arts, literature, languages, history, science, engineering, technology and/or other areas.
♦ Students understand that their learning creates a foundation for creative and innovative work across disciplines and in endeavors throughout their lives - inside and outside of school.
2.) Learning Environment
Environment that supports initiative, risk-taking, and persistence
♦ Students show initiative and imagination, take risks, demonstrate persistence, and make and learn from mistakes in an environment that welcomes trial and error as well as success.
♦ Students and teachers collaborate in the development of project plans and students have an active role in shaping the direction of their creative work.
♦ Students work collaboratively and productively with others during some phase of the project/unit and develop and demonstrate teamwork and leadership skills and learn to show respect for others` ideas.
♦ Students consider unfamiliar and new ideas and perspectives other than their own.
Creative thinking skills and problem solving
♦ Students develop creative thinking skills: imagination fueled by curiosity, fluency (many ideas), flexibility (adaptability to changes; varied ideas), originality (new, unusual or unique ideas), and elaboration (add/expand details to ideas) and apply these skills to problem solve and innovate new solutions and/or products.
3.) Time and Resources
Time and resources for in-depth work
♦ Students have the opportunity to imagine, tinker, and innovate or create something new through multiple drafts or revisions.
♦ Students have the opportunity to access and use various media, technologies and modes of expression.
♦ Students select and use resources needed to pursue and produce their creative work, and have access to in-school and out-of-school resources, such as a mentor/expert; visits to a business, lab, or gallery.
Variety of tools and techniques for showing work
♦ Students are encouraged to show what they have learned in many ways, such as using graphics, images, and symbols, building models, creating simulations, and presenting performances and exhibits.
4.) Classroom, Community and Career Connections
Exploration of classroom, personal, community and career/workplace-related interests
♦ Students have opportunities to develop, explore and pursue classroom, personal, community, and career/workplace-related interests.
♦ Students identify and solve a problem that could have multiple solutions, given the parameters and constraints of the problem.
♦ Students have opportunities to build technical skills relevant to their creative work and practice appropriate use of tools and materials.
Communication and presentation of creative work to a variety of audiences
♦ Students communicate their ideas and products (orally and written) appropriately to a variety of audiences and situations, including peers, adults, employers, and others outside the classroom.
♦ Students create work that has artistic value or provides a creative and positive contribution to society (to their community, business, workplace, or the world).
5.) Reflection and Assessment
Evaluation of both the creative process and the product
♦ Students are regularly assessed (using various modes of curriculum-embedded assessments that may include pre-, formative, summative and self-assessment measures) for mastery of concepts and skills and for progress toward creating a product that has value.
♦ The project or unit includes evaluation rubrics and scoring guidelines that provide sufficient guidance for interpreting student performance (mastery of skills and a quality original final product).
♦ Students and teachers evaluate the studentís learning at various stages of the project or unit, including learning from dealing with obstacles and failures along the way. Assessments define success based on both the quality of the creative process and the quality of the final product.
♦ Student learning is supported through clear evaluation and scoring guidelines.
Assessment by variety of evaluators
♦ The assessment strategy identifies who will evaluate the final product, e.g. peers, teacher and student, customers/ consumers of a product or service, job/internship supervisors, business partners or mentors, a panel of judges, or other options.
Reflection on the creative experience
♦ Assessments and reflections give students the opportunity to define and describe the skills, techniques, and processes used in their creative and innovative work.
Scale for each Dimension: 3 = Project/unit meets most or all of the criteria; 2=Meets many of the criteria; 1=Meets some of the criteria; 0 = Meets a few or none of the criteria
Massachusetts Creativity and Innovation Initiative Rubric 1.0, Draft, Copyright ¬© June 2014, Massachusetts Department of Elementary and Secondary Education. This rubric is based on the EQuIP rubric, which in turn was derived from the Tri-State Rubric and the collaborative development process led by Massachusetts, New York, and Rhode Island and facilitated by Achieve.
Educators may use or adapt the Creativity and Innovation Rubric. If modified, please attribute the Massachusetts Department of Elementary and Secondary Education and EQuIP and re-title.