I think students could find creative assessments frustrating if they're not given appropriate scaffolding or direction. I think if we make sure that students know what is expected of them and provide appropriate scaffolding to help them, then they will not find it frustrating, but very enjoyable.
Response from Dr. James Lee:
I agree. Sometimes teachers use the concept of a "creative assignment" to provide little or no direction, seemingly assuming that the creative impulses of students will take over and work wonders. Ah, but we know how disastrous an approach that can be! The other problem that I see is when teachers accept almost anything under the umbrella of "oh, that's really creative!" when in fact the product may demonstrate very little thoughtfulness or quality.
We make a mistake if we allow "creativity" to be some kind of amorphous "thing" that no one can really account for and that therefore cannot really be taught or judged. This is not to say, however, that we can predict what it will be or that we can or should provide a recipe for it. It is to say that we need to teach students how to go about exploring and shaping creative possibilities and then, after careful consideration, move forward. After all, the Muse will usually not come and sit on their shoulder.
We make a mistake if we allow "creativity" to be some kind of amorphous "thing" that no one can really account for and that therefore cannot really be taught or judged. This is not to say, however, that we can predict what it will be or that we can or should provide a recipe for it. It is to say that we need to teach students how to go about exploring and shaping creative possibilities and then, after careful consideration, move forward. After all, the Muse will usually not come and sit on their shoulder.
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