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project e-scape: creative performance … assessed with creative spectacles

Creative performance lies at the heart of every school subject. Innovative investigating in science, imaginative spatial exploration in geography, creative product development in design. Attempting to capture these creative performances for assessment purposes has frequently destroyed them. Just as the illusive butterfly is damaged or crushed by crude wafting of a catch net. Designing activities that enable us to reveal and capture creative performance has led us to explore a mass of digital technologies –, and to the evolution of ‘,real-time’, portfolios that illuminate collaborative as well as innovative performance. The activities move through a series of sub-tasks enabling learners to leave behind them an evidence-trail of their route through the task. The performance is all captured in real-time web-portfolios.At the assessment end of the process, creative performance has typically been ripped apart by the application of atomistic criteria. Yet teachers know which of their students are the really imaginative scientists, the innovative designers, the eloquent authors. When the bits don’,t add up to the right answer –, confident teachers change their ‘,bit’, scores to make sure it does. ,Holistic judgement circumvents this time-wasting nonsense. Criteria are used to inform the judgement –, but the judgement itself is of the whole integrated performance. To be taken seriously in high stakes assessment, such an approach has to be especially alert to technical challenges. With Pollitt we have created a ‘,pairs engine’, that automates a comparative pairs (Thurstone) judging process. Not only is the reliability of the assessment extraordinarily high (0.95) but the data on individual portfolios and judges allows us to identify and deal with any technical problems.

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