Examples of the Use of Gaps in Students' Perceptions of Creativity to Design Learning Activities and Assessments

Abstract

Students' perception often determines their actions. Thus, students' perception towards creativity needs to be identified and bridged to help them learn to be creative. This paper first aims to establish that creative design and instructional design share similar concerns. Hence, the design of learning activities and assessment in both frameworks have the potential to complement each other. Subsequently, a survey on students' perceptions towards creativity, factors contributing to creativity and perceived suitable assessment criteria is carried out. Next, examples of learning activities and learning strategies aimed at addressing gaps in students' perceptions towards creativity and creative processes are illustrated. Next, examples of how criteria assessments based on students' perceptions can be negotiated are presented. It is hoped that these suggestions can be expanded within the creative design and instructional design communities.