iRubric: Creative Thinking and Self-Direction rubric

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Creative Thinking and Self-Direction

Creative Productivity

Evaluation of curricular content using the creative process

Rubric Code: XB69B7

By MSAnglin

Ready to use

Public Rubric

Subject: Education

Type: Project

Grade Levels: K-5

Self-Direction and Creativity
	Poor/Unacceptable 0 pts	Minimal 1 pts	Acceptable 2 pts	Good/Well Above Average 3 pts	Exemplary 4 pts
Purpose	Poor/Unacceptable Shows no evidence of understanding, or the ability to restate, the aim of this creative process.	Minimal Evidence of some understanding of the aim of this creative process, but apparently not sufficient to generate an appropriate product.	Acceptable Evidence of a basic understanding of the aim of this creative process, which is sufficient to generate an acceptable product.	Good/Well Above Average Student process and final product reflect a solid level of understanding of the aim of this creative process.	Exemplary Student process and final product reflect a thorough and insightful understanding of the aim of this creative process.
Curiosity and Questioning	Poor/Unacceptable Asks no questions of clarification; Student manifests no curiosity about the task or possible paths in addressing it.	Minimal Student engages in the process but demonstrates a minimum of curiosity or interest, and asks questions only if prompted to do so.	Acceptable Student process suggests a functional level of curiosity about the creative task; student may ask an unsolicited question of clarification, though not more than that.	Good/Well Above Average Student displays interest in the creative process, asks questions seeking clarification which also reflect curiosity in the process.	Exemplary Questions asked are exceptionally perceptive and significantly aid the creative process; Students demonstrates genuine curiosity and enthusiasm for the creative process.
Absorption in Creative Process	Poor/Unacceptable No apparent emotional or intellectual engagement in the creative process.	Minimal Some engagement in the creative process but not sufficient to generate an appropriate product.	Acceptable Sufficient engagement in the creative process to allow for generation of an acceptable product; may require teacher prompting and guidance.	Good/Well Above Average Student is steadily involved in the creative process, with no teacher intervention or prompting.	Exemplary Conscientious, enthusiastic and productive engagement in the creative process, independent of teacher intervention.
Perseverance in Creative Process	Poor/Unacceptable Spends a bare minimum of time, or no time at all, engaged in the creative process.	Minimal Works intermittently, during the time allotted for the creative process; requires some teacher prompting to do so.	Acceptable Works steadily during the time allotted for the creative process; limited evidence of desire to persevere when obstacles are encountered.	Good/Well Above Average Works steadily and without prompting; Is willing to continue to give effort when obstacles are encountered.	Exemplary Appears to accept obstacles as challenges and demonstrates an enthusiastic desire to work persistently until such obstacles are overcome.
Playfulness/Experimentation	Poor/Unacceptable Shows no disposition toward experimental manipulation of materials and options.	Minimal Student attempts experimental manipulations but only when prompted to do so.	Acceptable Student appears willing to experiment within limited parameters, and demonstrates some independent initiative in doing so.	Good/Well Above Average Student attempts some experimental manipulations, and does so with little or no teacher intervention.	Exemplary Consistently demonstrates playfulness in experimenting with options; attempts multiple manipulations where needed and appropriate.
Originality	Poor/Unacceptable Student product has no novel or unusual elements and is not reflective of the aim of the task.	Minimal Product lacks novelty or unusual elements but is reflective of the aim of the task.	Acceptable Product is appropriate within the goals of the task and has at least one novel or unusual element.	Good/Well Above Average Product has more than one novel, rare or unusual element.	Exemplary Process and product are rich in uniqueness/novelty; striking originality in process and/or product.
Metacognition	Poor/Unacceptable Cannot or will not engage in reflection on the creative process.	Minimal Offers few thoughts on own creative process, and those thoughts lack depth and insight; requires direct teacher prompting to engage in the metacognitive process.	Acceptable Is reasonably reflective and independent about the creative process, offering at least one thought that has a moderate level of insight.	Good/Well Above Average Offers more than one insightful and productive insight when reflecting upon the creative process, and does so without teacher prompting.	Exemplary Self-initiated, enthusiastic and insightful engagement in reflection upon the creative process and product.

Keywords:

creativity, self-direction

Subjects:

Education

Types:

Project

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