1. Written by Ellen Spencer, ill Lucas and Guy Claxton, 2012)
   1. Creativity, Culture and Education
2. Concept of assessment for Creativity is valid and relevant
3. Framework would be formative, supporting students to harness more of their creativity
4. Difficult for schools to sustain a credible focus on the development of creativity, while conforming simultaneous to mandatory forms of assessment
5. "Creativity is a complex, multi dimensional phenomenon, which prevents promotion of a universally accepted definition". ( Treffinger, 2002)
6. The challenge for an assessment tool of individuals' creativity is in allowing sufficient scope for the social element of creativity to be accounted for .
7. Do we assess creativity formatively (helping pupils improve) or summatively (enabling comparison)
8. Examples of RelativeHabits of Mind (Art Costa)
   1. Inquisitive
   2. Persistent
   3. Imaginative
   4. Collaborative
   5. Disciplined
9. 3 dimensions
   1. strength = level of independence of pupils in terms of their need for teacher prompts of scaffolding or congenial conditions
   2. breadth = ability of student to exercise creative disposition in anew domain
   3. Depth = level of sophistication of disposition application and the extent they were appropriate for the occasion
10. "Strength" and "Breadth" were less subjective measures of creativity than "depth"
11. Terms of creativity: inquisitive, wondering questioning, exploring, investigating, challenging