ABSTRACT

Some scholars think the idea of evaluating creativity is a contradiction in terms2; others think the idea of measuring creativity is a proper academic ambition (Runco, 2007; Runco et al., 2010). To some extent this range of opinion is a question of definition and context. Developing skills for the creative workforce (McWilliam and Haukka, 2008) is not exactly the same thing as working with primary school teachers to enhance practice in assessing arts activities (Ellis and Barrs, 2008), or even developing play within a structured curriculum (Wassermann, 1992). Questions about the ages of the young people under discussion, assumptions and aspirations for progression, the role of adult or peer intervention, the institutional framework, the needs of external assessment, even theories of learning all impact in varying ways on this very broad field of interest.