This depends on the type of assessment, is it achievement test or performance-based? In both types it is important to make matching between learning outcomes and assessment items. In achievement test the teacher designs table of specification before writing test's items to ensure that the test include the specific cognitive skills that the students had before. In the performance-based assessment the teacher design rubrics to assess the students' psychomotor skills. These procedures ensure validity and credibility to your assessment and maybe help the students to deal with all parts of the assessment with no fear of failure.

For complete answer, I think that another friend will write about physical environment .

Regards,

Dear Yolcu;

As known worldwide (as the root of andragogy instead of pedagogy), students appreciate MOST the two types of trainer (lecturer, tutor, etc) who is firstly keen and skillful in the area concerned and secondly does allow making practice somehow along with the students.

Keeping the pivotal "positions" of the trainer and the trainees together in mind, the trainer (sufficiently keen and skillful on the subject and cooperative with the trainees) and trainees should first fulfill their own responsibilities. To accumulate background knowledge on the subject concerned, prior preparation of both parties (as giver and taker) is vital for easier progress to be made.

As an example, during the lesson or speech, just talking about a totally unknown subject would not be enough to meet the simple listener's needs for efficient (enjoyable) understanding expected. Surely, this would prevent the joy of learning and passing the exams afterwards. To overcome the problem, takers, just like the lecturers or speakers are expected to get prepared beforehand by reading at least some background data as well as recent trends on the subjects concerned.

For the lecturers, they should not only concentrate on giving some data to unknown listeners but instead, allow them to join in the subject by asking the right questions and make sufficient contribution by giving their own views that would collectively allow better understanding and passing subsequent exams easier.

There is a motto in English; "No pain no gain". So, both lecturers and students have to cooperate together for enjoyable lectures and collaborations towards the success in exams and develop professional skills needed in the field practice in their professional area.

As a final word, I presume that the preference of job (profession) by the students before being a fresher in a University (as an undergraduate student) should NOT rely on a single University "accession exam" only (as Turkish experience). Instead, the students would be better to start preliminary professional training (during high school) well before becoming an undergraduate. For this aim, the current "educational system" applied in the country should be re-organaised if we wish to reach the advanced learning level of the modern world (as in the State, UK, Germany, etc.) in an easier way. As appreciated by all, determined students who had a choice and chance to pinpoint any specific area to go forward (for making money and create a desired life) would be expected to be the MOST successful during the educational period and be the lucky and happiest minority in a given society.

Good luck, Regards. Omer

Thank you Saeid Motevalli

Using formative assessment and gave feed back on learners performance and creating friendly environment in the class will be helpful to decreased learner fear to summative assessment

One way to relieve students of their fear of grades is to combine a "yes-no" assessment with cumulative points. At the same time, the teacher accompanies "yes" with emotional assessments of "good", "excellent", "great!", And instead of "no" uses "it is desirable to correct this", "it is useful to supplement this", etc. With this approach, the student feels himself in the current job, and not in the assessment procedure.

In Brazil, where I live, our class time is 4 hours, with the student being influenced by another 20 hours, so we can see that the 5x1 environment brings countless experiences and so, for an adequate evaluation, we must also consider such influences on learning and the reception of this content and how it is used in daily life. It is our reflection on our reality.

For summative assessments, provide the outline of state standards, let the students create the assessment rubric as a class group, let them choose their assessment format with an eye to the standards and the rubric, let them self-evaluate. All this done under the supervision and direction of teaching staff, of course. Allow creativity, adjust for multiple learning styles, and ask students to understand what they should be able to do and determine the best way for them to meet the goals. Always set high expectations for outcomes.

Thanks, Hakime Hazrati Vladimir Rotkin Geraldo Carreiro Christine Guella for the notable interpretations.

Assessment as a part of the learning process shoud be designed within the respect of the constructive alignment (learning objectives- pedagogical activities - assessment methods). Peer evaluation can be used to prevent test-anxiety. Furthermore, learning environment shoud be a psychologicaly safe container for the leaner. So he can exploit assessment to progress.

Thank you Kamal Takhdat for the great contribution.

In my opinion, if a creative environment is given to the children in the classroom, then formative assessment process will be key to assess the children in an effective manner. Because, it gives scope to the teachers to prepare a formative plan for the children based on their competencies.

While I agree with many of the statements made here, I think quality formative and summative assessment involves both teacher and student in a cooperative enterprise. Assessment should not be based on criteria unknown to the learner. So, every creative activity can be assessed on basic criteria established by both student and teacher. The teacher engages the student in a discussion of the criteria and the students respond with their own criteria. Self-assessment can also play a major role since students can use the very criteria they helped to establish to assess themselves.

Greetings from Vancouver!

Some years ago, I worked with a group of faculty to deconstruct a program and then reconstruct it with a community-based approach. One of the goals was to give students the opportunity to engage in authentic learning activities. One example may point you in a direction for your question...

Previously, in a Recreation Marketing course, students created a fictitious marketing strategy for a fictitious organization and submitted it as their final assignment. There was much in that to promote creativity for recreation students or to even motivate them.

In the course reconstruction, students were still developing a marketing strategy but, to earn their final grade, they had to pitch it to either management or a board at a real organization. This required engagement with the community, networking with real people for needs assessment, creating a marketing strategy, then pitching it. All these activities simulate what happens in real life. The benefit came in the networking (which often led to jobs at the end of their program) and in sometimes watching as their course assignment, pitched to a real organization, was adopted by that organization and put into practice.

Participation meant they passed the assignment. How much they passed by was a factor of comments coming back from the organization. Students enjoyed this assignment. Community organizations benefited by being able to preview new talent as potential future hires. The college benefited through improved student satisfaction and increased enrolment. Faculty benefited because of student engagement.

It is important to pre-test students understanding/knowledge of a topic before beginning letting them know that it is going t o help you adjust what you are going to teach to best suit their needs, to discover how much/little they already know so you as the teacher where to start from rather than repeating what they already know or pitching it too high assuming they have learnt what they needed to already from previous years. High school learning is quite different to preschool and primary learning but all students need opportunities to use hands-on or play elements to discover the learning for themselves and with their peers. Then you would use informal assessing throughout the learning to keep on track your teaching, tweaking it if the students are getting more or less quickly then you expected. You can take anecdotal notes for individual students of discussion times, interviews as well as tests. Depending on the topic/subject an open-ended assessment is best for the final or summative assessment. It is really easy to just teach curriculum but not so to teach to meet the needs of the cohort you ahve at present. Every group of students is different therefore you would need to monitor progress regularly not use only a one -off assessment. Pop quizzes, exit passes, Think, Pair , Share are all valuable ways to further include all students as well as assessing them. POst-its notes or a clipboard are handy to ahve onhand so as you can record any incidental learning you want to note of the whole class, a group of students or individuals.

We assess to collect data to find out where our students are at in relation to the curriculum, if our teaching is truly effective and where to go next. It is a moment by moment, daily, weekly, mid-term, semester, year process that enables to deliver quality lessons to move students forward in their learning showing the growth or the lack of to inform our delivery of that learning.

Marjorie

Thank you Lawrence White Lokesh Prasad Dash Marjorie S Waugh James Louis Alouf for the unique interpretations.

I tried this. I set the format different from the type/s of assessment the students familiar with. They were given the task to critically analyze certain aspects they had learnt in the course module conducted to them. They were given the free hand to gather information from whatever resources. They were given the timeframe to submit. The response was overwhelming, more than expected. I can see how creative and articulate the students are.

I agree that pre-assessing students is an important part of the teaching and learning process. However, the teacher is responsible for creating a quality pre-assessment, not just a series of questions that asks students to give back rote information. I'm also a proponent of using formative assessments at all levels to get at the nuances of what a student knows. Of course, these kinds of assessments are ungraded and are used to track the progress of learning. I do not like "gotcha" assessments like pop quizzes since I prefer not to frighten my students into learning. Exit tickets, think-pair-share are fine with me but I would like more teachers and their professors to think of assessment as part of the learning process so that students don't fear but learn from the experience. Do we really learn more when assessments are more of a cudgel than an experience?

Thank you so much K.E Karunakaran James Louis Alouf for the unmatched contributions.

One possible measure for learning outcomes could be the SOLO taxonomy. You can have a look to see if it is applicable for you.

I think time, observation and the starting point are key to creative assessments. I think that open, clear discussions are also important. Considering and observing different environments, mediums and teaching styles also play a part in the outcomes and all this put together will provide a rich set of information for you to analyse and reflect upon where, when, how and why creativity takes place.

Thank you Brendan Commane Aik Lim Tan for the great contributions.

En el marco del sistema didáctico que se diseña, alcanzando previamente una guía de aprendizaje que contenga actividades para el cumplimiento de una tarea, considerando experiencias de actividad creadora. Así mismo la rúbrica que establezca los niveles de desempeño correspondientes.

I have a divergent view to the notion that students are more creative when there is no fear for failure. Fearing to fail enhances students self assessment, to establish their fitness for the next test. Whenever students feel they are not as fit there develops positive anxiety, creativity and hard work. However, in the event that failure is followed by negative rewards (like punishments, beatings) then creativity may be lost not because of fear to fail but fear of punishment.

Thank you María Florencia Concha Fuse Robert Mukiibi for your interpretations.

The fear of failure is due to the preconceived idea that the error is something bad, when it is something that helps to advance, because we realize what is wrong to change it and learn. From the cognitive change of that construct that is the error, creativity also develops and we can already evaluate.

Слід враховувати можливості та здібності здобувачів. Оцінювати здійснювати диференційовано

Thank you Inmaculada Sánchez-Macías Оксана Поясик for your great contributions.

Well, I can understand that the creative learning that the question refers to, is online. I believe that individual and group interventions can be evaluated. I believe that individual assessment has to be done through text and video analysis and individual problem-solving proposals related to the content of the subject program, which can be collated in synchronous online meetings.

Thank you Wilmer Lopez for your contribution.

Here are some quality indicators to look at:

Synthesize ideas in original and surprising ways.

Ask new questions to build upon an idea.

Brainstorm multiple ideas and solutions to problems.

Communicate ideas in new and innovative ways.

Thank you Faraed Salman for your suggestions.

Different ways. We can use online polls, discussion boards, chat boxes.

Thank you Brian Laurence for your contribution.

You can use the Asynchronous debate for developing students critical thinking and collaborative skills as explain in this conference presentation:

Conference Paper Debating: A Dynamic Teaching Strategy for Motivating Student...

Formative assessment and a classroom climate where students no longer fear assessment because they can assess their own work, along with the teacher. Once that comfortable climate is established, the biggest problem is establishing the criteria for assessment. Students can assist in that process. So, in general, assessment is no long a "gotcha" event.

Thank you Debra Sharon Ferdinand-James James Louis Alouf Sapheya Aftimos for your great contributions.

I think self assessments and discussions of created work to a clearly defined task. See edx architectural imagination. https://www.edx.org/course/the-architectural-imagination. The Assessments are built up very interesting.

Потрібно здійснювати індивідуальний підхід. Адже кожна особистість має відповідні обдарованості до тієї чиіншої галузі.

Dear are new online tools for assessments, Prof. Hacı Hasan Yolcu, for example, the H5P content:

https://h5p.org/

Dear Hacı Hasan Yolcu I only partially consent to your statement that students' creativity develop when there is no fear of failure. Quantitative assessment of creativity may be done based on the expected outcome and impact by applying a scale which may not be universal.

Thanks!

There are lots of ways in which you can do this - real-time feedback, self-report questionnaires, peer review, digital badges, structured interviews, rating of processes and products, performance tasks, capstone projects, expert reviews, gallery critique, exhibitions and online tests, for example. Whole chapter on this here -

Book Teaching Creative Thinking: Developing learners who generate...

See also:

Article A Five Dimensional Model of Creativity and its Assessment in Schools

Do you ahve a certain age-group in mind? This has a great influence on the type of assessment you do. You might need ot make your question a little more specific.

Thank you Bill Lucas for your contribution. I am going to read your article and I think your book Fulltext not available.

Thank you Sara Khater

M.K. Tripathi

M.K. Tripathi

A a former creative professional, fear of failure is an important driving force, but we need to emphasise the part failure plays in the creative process. So...

Process rather than Product assessment. Focus on the iterative aspects of creative projects, rather than rewarding the 'best' product. Holistic Assessment and formative assessment, outcomes-based learning, peer-feedback, foundational skills development to support the project, recognise real authentic practice

(teachers are often divorced from real-world practices, or even what students might consider authentic) studio-based, project-based learning rather than problem-based learning, let the student determine what a 'quality' outcome is, reflective practice etc.

Latency / Accuracy and Psycholinguistic variable can be taken.

Погоджуюся з тим, що слід враховувати вік дітей. Творчість оцінити неможливо, адже є діти, котрі талановиті, але більша частина звичайних дітей. Учнів початкової школи ми можемо оцінювати за допомогою мотивації до покращення результатів, сказавши, що ти молодець, але сподіваєтеся на те, що на наступний раз буде ще краще. У базовій і старшій школі звичайно виходити з критеріїв оцінювання, але слід враховувати можливості і здібності учнів.

Thank you Оксана Поясик Lalit Gehlot Strutts Psyridis for your contributions.

The assessment includes two tasks:

“The first type of test is a performance task that asks students to use a set of critical thinking, analytical reasoning, problem solving and written communication skills to answer open-ended question about a task or situation. ...

“The other type of test is an analytic writing task.

Assessment FOR creativity is classroom assessment that is supportive of students' developing creativity. ... Assessment FOR creativity provides opportunities to use content in new ways, through examining multiple perspectives, solving problems, and applying ideas in original situations.

A creative learning environment in class is characterized as valuing ideas, indicating that students are not only allowed but also encouraged to take sensible risks and make mistakes during the learning process (Mishra 2018); therefore, students are highly supported in reaching their creative potential (Chan and Yuen ...

A Guide to Types of Assessment: Diagnostic, Formative, Interim, and Summative.

Frequent progress monitoring is an example of assessments for learning, where a student's academic performance is regularly assessed between benchmarks to determine if the current instruction and intervention is positively impacting student achievement or if adjustments need to be implemented.

A classroom environment that promotes creativity opens them a world of communication. Students can make better conversation and stimulate innovative thinking and talking sessions in their free time. This also triggers group problem solving and shared learning that gives them a feeling of togetherness.

It's about fostering the ability to come up with different solutions and unique ideas — by encouraging students to continue on their journey to discovery when their first idea doesn't work, investigate alternatives, try, try and try again until you succeed.

Develop your students' creativity in the classroom

Create a compassionate, accepting environment. ...

Be present with students' ideas. ...

Encourage autonomy. ...

Re-word assignments to promote creative thinking. ...

Give students direct feedback on their creativity. ...

Help students know when it's appropriate to be creative.

6 Ways to Boost Student Creativity

Experiment with possibility thinking. ...

Provide opportunities to explore individual interests. ...

Develop five core attitudes associated with creativity. ...

Engage students in collaborative learning. ...

Practice divergent thinking. ...

Help students make connections.

Hi Dr Hacı Hasan Yolcu . This can be done by two ways:

See the following RG link: Article Creative learning environments in education—A systematic lit...

Also see the following link: https://www.legofoundation.com/media/2825/assessing-creativity_may2020.pdf

Kindly see also the following link: https://www.j-humansciences.com/ojs/index.php/IJHS/article/view/3873

Thank you Faraed Salman for your great contribution.

Thank you Aref Wazwaz for your excellent contribution.

You are most welcome dear Hacı Hasan Yolcu . Wish you the best always.

Creative learning environments in education—A systematic literature review

Innovative methods to assess learning in creative environments:

1. Project-based evaluation:

Students work on complex projects that require creative thinking, problem solving, and collaboration.

The quality of the project, the work process, and communication and interpersonal skills are evaluated.

2. Portfolios:

Students collect evidence of their learning over time, including sketches, writings, models, and presentations.

Creativity, the development of ideas and the ability to reflect on one's own learning are evaluated.

3. Rubrics:

Specific rubrics are used to evaluate creative skills, such as originality, flow of ideas, quality of execution, and risk-taking.

4. Self-assessment and co-assessment:

Students reflect on their own learning and evaluate the work of their classmates.

Promotes metacognition and individual responsibility.

5. Peer evaluation:

Students evaluate their classmates' work based on specific criteria.

Promote collaboration and constructive feedback.

6. Oral presentations and exhibitions:

Students present their projects or creative works to their classmates and teachers.

The ability to communicate, argue and defend ideas is evaluated.

7. Learning Diaries:

Students record their reflections, ideas and experiences throughout the creative process.

The development of creative thinking and the ability to learn from mistakes is evaluated.

8. Mind maps and diagrams:

Students use mind maps and diagrams to organize their ideas and show their creative process.

The ability to think visually and connect ideas is evaluated.

9. Performance-based evaluations:

Students demonstrate their creative abilities through performances, performances or demonstrations.

Creativity in practice and the ability to apply the skills learned are evaluated.

10. Digital technologies:

Digital tools are used to create electronic portfolios, multimedia presentations and interactive assessments.

The creative use of technology for learning is promoted.