Module EFPM907 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM907: Creativity in Education: Valuing, Facilitating and Assessing It
This module descriptor refers to the 2021/2 academic year.
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Face to face or online presentation | 1500 word equivalence/ 10 minutes in length | 1-8 | Verbal from tutor or peers |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Written assignment | 40 | 2,500 words | 1-6, 8 | Written and verbal from tutor |
| Reflective portfolio and commentary | 50 | 3,500 words | 1-6, 8 | Written and verbal from tutor |
| Reflective summary of contributions to online discussions | 10 | 500 words | 1-8 | Written from tutor |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Written Assignment | 2500 words | 1-6, 8 | 6 weeks |
| Written Assignment | 3500 words | 1-6, 8 | 6 weeks |
| Reflective summary of contributions to online discussions | 500 words | 1 - 8 | 6 weeks |
Indicative Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
Abbs, P. (2003) Against the flow: Education, the arts and post modern culture. London: Routledge Falmer.
Banaji, S. & Burn, A. (2010) (2nd edition) The Rhetorics of Creativity: A Review of the Literature, London, Arts Council, England.
Beghetto, R. A. and Kaufman, J. C. (2007). Toward a broader conception of creativity: A case for 'mini-c' creativity. Psychology of Aesthetics, Creativity and the Arts, 12, 73-79.
Biesta, G. J. J. (2006) Beyond learning: Democratic education for a human future. Boulder: Paradigm
Boden, (2004) The Creative Mind: Myths and Mechanisms, (2nd ed) London: Routledge. (‘In a Nutshell – pages 1-10)
Chappell, K., Walsh, C., Kenny, K, Wren, H., Schmoelz, A., & Stouraitis, E. (2017). Wise humanising creativity: changing how we create in a virtual learning environment, International Journal of Game-based learning, 7, 4, 50-72.
Chappell, K. (2019) From wise humanising creativity to (post-humanising) creativity. In Creativity Policy, Partnershipsand Practice in Education edited by A. Harris, P. Thomson & K. Snepvangers, Palgrave Macmillan.
Craft, A (2010). Teaching for Possibility Thinking: what is it, and how do we do it? Learning Matters, Melbourne, Catholic Education Office, 15(5), 19-23
Craft, A. (2015). Creativity, Education and Society. London: IoE Press/Trentham Books.
Craft, A., Cremin, T., Burnard, P., Dragovic, T. & Chappell, K. (2012). Possibility Thinking: culminative studies of an evidence-based concept driving creativity? Education 3-13: International Journal of Primary, Elementary and Early Years Education. 41, 5, 538–556.
Creative Partnerships (2007) Building Creative Partnerships: A Handbook for Schools, London, Arts Council England.
Cremin, T. & Chappell, K. (2019). Creative Pedagogies: a Systematic Review. Research Papers in Education. doi.org/10.1080/02671522.2019.1677757
Cremin, T., Burnard, P., and Craft, A. (2006). Pedagogy and possibility thinking in the early years, Journal of Thinking Skills and Creativity 1, 2, pp.108-119
Davies, D., D. Jindal-Snape, D., Digby, R., Howe, A., Collier, C., Hay, P. (2014).The roles and development needs of teachers to promote creativity: A systematic review of literature. Teaching and Teacher Education, 41, 34-41.
Fleming, Michael (2008) Arts in education and creativity: a review of the literature, Creative Partnerships and Arts Council England, London
Jeffrey, B. & Craft, A. (2004), Teaching Creatively and Teaching for Creativity: distinctions and relationships, Educational Studies, 30 (1), 77-87.
Hadjigeorgiou, Y., Fokialis, P. and Kabouropoulou, M. (2012) Thinking about Creativity in Science Education. Creative Education, 3, 603-611.
Honey, M. & Kanter, D. 2013. Design-make-play: Growing the next generation of science innovators, New York, New York Hall of Science.
Meyer, A. A. And Lederman, N. G. (2013) Inventing Creativity: An Exploration of the Pedagogy of Ingenuity in Science Classrooms School Science and Mathematics, 113, (8) 400-410.
National Advisory Committee on Creative and Cultural Education (NACCCE) (1999) All Our Futures: Creativity, Culture and Education. London: DfEE
McLellan, R., Galton, M., Steward, S., Page, C. (2012) . The impact of creative initiatives on well-being: a literature review. Newcastle Upon Tyne: Creativity, Culture and Education.
Spencer, E., Lucas, B., Claxton, G. (2012). Progression in Creativity: developing new forms of assessment. Newcastle: CCE
http://www.creativitycultureeducation.org/wp-content/uploads/Progression-in-Creativity-Final-Report-April-2012.pdf 7 July 2012)
Thomson, P., Hall, C., Jones, K. & Sefton-Green, J. (2012) The signature pedagogies project Final Report. Newcastle upon Tyne: Creativity, Culture and Education. Available at: http://www.creativitycultureeducation.org/wp-content/uploads/Signature_Pedagogies_Final_Report_April_2012.pdf
