follow-up thought on creativity: how do you test it?

This is always a fascinating topic. I was moved to muse on it further today, coming across this quote:

"The McNamara Fallacy:

The first step is to measure whatever can be easily measured. This is okay as far as it goes.

The second step is to disregard that which can't be measured or give it an arbitrary quantitative value. This is artificial and misleading.

The third step is to presume that what can't be measured easily really isn't very important. This is blindness.

The fourth step is to say that that which can't be easily measured really doesn't exist. This is suicide."

Daniel Yankelovich, quoted by Adam Smith in Supermoney.

What level has standardized testing reached on this scale? Has creativity become devalued because it is hard to test? How can we do better?

creativity and conformity

Here's something interesting to think about. We are all about nurturing creativity in (and out of) the classroom. We want to enhance the learning experience for each individual child, allowing each one to develop their abilities and potential in the way that's right for them.

And we want to do this in the context of the group, with respect for others, promoting responsibility, collaboration, and good citizenship.

THe first is apparently all about individuality, the second all about conformity. Intensely creative children tend to relish individuality, and tend to resist conformity. How do we do that dance where we support the individuality with understanding of the traits that highly creative children bring to the process, without sacrificing the needs of the community of which they are a part?

Read an interesting blog on the subject here.