Development and Assessment of the Competence Creativity Applied to Technical Drawing
The results obtained after incorporating the competence “creativity" to the subject Technical Drawing of the first course of the Degree in Forestry, Technical University of Madrid, are presented in this study.At first, learning activities which could serve two functions at the same time -developing students- creativity and developing other specific competences of the subject- were considered. Besides, changes in the assessment procedure were made and a method which analyzes two aspects of the assessment of the competence creativity was established. On the one hand, the products are evaluated by analyzing the outcomes obtained by students in the essays suggested and by establishing a parameter to assess the creativity expressed in those essays. On the other, an assessment of the student is directly carried out through a psychometric test which has been previously chosen by the team.Moreover, these results can be applied to similar or could be of general application.
M.J. García-García, et al. "eCompetentis: a tool for evaluation of generic
competences”, Revista de Docencia Universitaria, Vol.8 (n.1) pp. 111-
120. 2010
[2] M.J. García-García, C. González, and R. Argüelles. "Methodological
changes in technical teaching in order to the European higher education
area comparison between countries: Italy and Spain.” in Proc. 2009
World Conference on Educational Sciences, Nicosia, Cyprus February
[3] M.J. De Teresa, M.J. García-García, G. Dorado, L.J. Fernández, R.
Marivela, R.Argüelles, L.F. Mazadiego, A.Tellado. "Edugraphica: eTool
for technical drawing self-Learning and self-Evaluation” in Proc. 2009
ASABE, Reno, Nevada, June 21 - June 24, cod. 096468
[4] J. E. Pérez-Martínez, M.J. García-García, W. Hernández Perdomo, M.J.
Villamide-Díaz. "Analysis of the results of the continuous assessment in
the adaptation of the Universidad Politécnica de Madrid to the European
Higher Education Area”. In Proc. 2009 Research in Engineering
Education Symposium. Queensland, Australia
[5] Documento Propuesta de DECISIÓN DEL PARLAMENTO EUROPEO
Y DEL CONSEJO relativa al Año Europeo de la Creatividad y la
Innovación 2009. Bruselas, 28.3.2008 COM(2008) Pagina 8.
http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2008:015
9:FIN:ES:PDF (Retrieved April 24, 2011)
[6] E.P. Torrance, Torrance tests of creative thinking. Lexington,
MA:Personnel Press/Ginn and Co./Xerox Education Co, 1974
[7] J.P. Guilford,. "Varieties of divergent production”, Journal of Creative
Behavior, Vol. 18, No 1, pp. 1–10, 1984
[8] C. Charyton, J.A. Merrill, "Assessing General Creativity and Creative
Engineering Design in First Year Engineering Students”. Journal of
engineering education, Vol. 98, No. 2, pp. 145-156, 2009
[9] E.De Bono,. El pensamiento lateral: manual de creatividad. Ediciones
Paidós Ibérica, S.A., 2009
[10] M. Michalko,. Thinkertoys : cómo desarrollar la creatividad en la
empresa. Ediciones Gestión 2000, S.A., 2001
[11] Agència de Qualitat del Sistema Universitari de Catalunya (AQU).
Marco general para el diseño, seguimiento y revisión de planes de
estudios y programas. Barcelona, 2002
[12] G. Wiggins, (1990). "The case for authentic assessment. Practical
Assessment”, Research & Evaluation onLine,
http://PAREonline.net/getvn.asp?v=2&n=2 (Retrieved April 26, 2011)
[13] L.Villardón Gallego, "Evaluación del aprendizaje para promover el
desarrollo de competencias”, Educatio siglo XXI, Vol. 24: pp. 57 – 76.,
2006
[14] M.M. Clapham, "The effects of affect manipulation and information
exposure on divergent thinking”, Creativity Research Journal Vol 13 No
3–4 pp. 335–50, 2001
[15] R.J. Sternberg,. Handbook of creativity. New York: Cambridge
University Press, 1999
[16] J. Gairín, et al, Nuevas funciones de la evaluación. La evaluación como
autorregulación. Madrid, MEC. 2009
[17] K. Tasa, S. Taggar, and G. H. Seijts, "The development of collective
efficacy in teams: a multilevel and longitudinal perspective”, Journal of
Applied Psychology Vol. 92, No 1, pp.17-27, 2007
[18] CREAX NV, test CREAX Creativity Self-Assessment; obtained from
http://www.creax.com/csa/ (Retrieved April 24, 2011)
[19] E. Ayuga-Téllez; M.J. García-García; C. González-García, R. Argüelles;
S. Martín, M.T. Losada and M.J. De Teresa, "Experience in The
Teaching of Basic Subjects applied to agrofoestry area” in Proc. 2006
ASABE, Portland, Oregon, July 8 - July 12, cod. 068029
[20] C. Charyton, JA. Merrill, "Assessing General Creativity and Creative
Engineering Design in First Year Engineering Students”. Journal of
engineering education, Vol. 98 No 2 pp.145-156, 2009
[21] C. Charyton, R.J. Jagacinski, and J.A. Merrill.. "CEDA: A research
instrument for creative engineering design assessment” Psychology of
Aesthetics and Creativity in the Arts, Vol.2, No 3, pp. 147–154, 2008.
M.J. García-García, et al. "eCompetentis: a tool for evaluation of generic
competences”, Revista de Docencia Universitaria, Vol.8 (n.1) pp. 111-
120. 2010
[2] M.J. García-García, C. González, and R. Argüelles. "Methodological
changes in technical teaching in order to the European higher education
area comparison between countries: Italy and Spain.” in Proc. 2009
World Conference on Educational Sciences, Nicosia, Cyprus February
[3] M.J. De Teresa, M.J. García-García, G. Dorado, L.J. Fernández, R.
Marivela, R.Argüelles, L.F. Mazadiego, A.Tellado. "Edugraphica: eTool
for technical drawing self-Learning and self-Evaluation” in Proc. 2009
ASABE, Reno, Nevada, June 21 - June 24, cod. 096468
[4] J. E. Pérez-Martínez, M.J. García-García, W. Hernández Perdomo, M.J.
Villamide-Díaz. "Analysis of the results of the continuous assessment in
the adaptation of the Universidad Politécnica de Madrid to the European
Higher Education Area”. In Proc. 2009 Research in Engineering
Education Symposium. Queensland, Australia
[5] Documento Propuesta de DECISIÓN DEL PARLAMENTO EUROPEO
Y DEL CONSEJO relativa al Año Europeo de la Creatividad y la
Innovación 2009. Bruselas, 28.3.2008 COM(2008) Pagina 8.
http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2008:015
9:FIN:ES:PDF (Retrieved April 24, 2011)
[6] E.P. Torrance, Torrance tests of creative thinking. Lexington,
MA:Personnel Press/Ginn and Co./Xerox Education Co, 1974
[7] J.P. Guilford,. "Varieties of divergent production”, Journal of Creative
Behavior, Vol. 18, No 1, pp. 1–10, 1984
[8] C. Charyton, J.A. Merrill, "Assessing General Creativity and Creative
Engineering Design in First Year Engineering Students”. Journal of
engineering education, Vol. 98, No. 2, pp. 145-156, 2009
[9] E.De Bono,. El pensamiento lateral: manual de creatividad. Ediciones
Paidós Ibérica, S.A., 2009
[10] M. Michalko,. Thinkertoys : cómo desarrollar la creatividad en la
empresa. Ediciones Gestión 2000, S.A., 2001
[11] Agència de Qualitat del Sistema Universitari de Catalunya (AQU).
Marco general para el diseño, seguimiento y revisión de planes de
estudios y programas. Barcelona, 2002
[12] G. Wiggins, (1990). "The case for authentic assessment. Practical
Assessment”, Research & Evaluation onLine,
http://PAREonline.net/getvn.asp?v=2&n=2 (Retrieved April 26, 2011)
[13] L.Villardón Gallego, "Evaluación del aprendizaje para promover el
desarrollo de competencias”, Educatio siglo XXI, Vol. 24: pp. 57 – 76.,
2006
[14] M.M. Clapham, "The effects of affect manipulation and information
exposure on divergent thinking”, Creativity Research Journal Vol 13 No
3–4 pp. 335–50, 2001
[15] R.J. Sternberg,. Handbook of creativity. New York: Cambridge
University Press, 1999
[16] J. Gairín, et al, Nuevas funciones de la evaluación. La evaluación como
autorregulación. Madrid, MEC. 2009
[17] K. Tasa, S. Taggar, and G. H. Seijts, "The development of collective
efficacy in teams: a multilevel and longitudinal perspective”, Journal of
Applied Psychology Vol. 92, No 1, pp.17-27, 2007
[18] CREAX NV, test CREAX Creativity Self-Assessment; obtained from
http://www.creax.com/csa/ (Retrieved April 24, 2011)
[19] E. Ayuga-Téllez; M.J. García-García; C. González-García, R. Argüelles;
S. Martín, M.T. Losada and M.J. De Teresa, "Experience in The
Teaching of Basic Subjects applied to agrofoestry area” in Proc. 2006
ASABE, Portland, Oregon, July 8 - July 12, cod. 068029
[20] C. Charyton, JA. Merrill, "Assessing General Creativity and Creative
Engineering Design in First Year Engineering Students”. Journal of
engineering education, Vol. 98 No 2 pp.145-156, 2009
[21] C. Charyton, R.J. Jagacinski, and J.A. Merrill.. "CEDA: A research
instrument for creative engineering design assessment” Psychology of
Aesthetics and Creativity in the Arts, Vol.2, No 3, pp. 147–154, 2008.
@article{"International Journal of Business, Human and Social Sciences:55317", author = "Maria J. Garcia-Garcia and Concepcion Gonzalez-Garcia and Gabriel A. Dorado and Luis J. Fernandez", title = "Development and Assessment of the Competence Creativity Applied to Technical Drawing", abstract = "The results obtained after incorporating the competence “creativity" to the subject Technical Drawing of the first course of the Degree in Forestry, Technical University of Madrid, are presented in this study.At first, learning activities which could serve two functions at the same time -developing students- creativity and developing other specific competences of the subject- were considered. Besides, changes in the assessment procedure were made and a method which analyzes two aspects of the assessment of the competence creativity was established. On the one hand, the products are evaluated by analyzing the outcomes obtained by students in the essays suggested and by establishing a parameter to assess the creativity expressed in those essays. On the other, an assessment of the student is directly carried out through a psychometric test which has been previously chosen by the team.Moreover, these results can be applied to similar or could be of general application.
", keywords = "assessment competence, assessment creativity,
creativity, generic competences", volume = "5", number = "5", pages = "550-5", }
