A review and analysis of assessment objectives of academic and vocational qualifications in English further education, with particular reference to creativity
Thirty‐six per cent of 18–19‐year‐old sixth‐form and further education college leavers in the UK currently go on to university. A majority of the remaining 64% apparently go into work or work‐related training. Yet, for this latter group, as with the former, 16–19 education was supposed by the Department for Education and Employment to equip them with the skills applicable in the workplace, where a student’s ability to apply skills and knowledge in a variety of contexts—i.e. creativity—is as important as having a qualification. Creative skills, according to the Construction Industry Training Board, are key requisite skills in the workplace and also key to job and business success. This paper examines the extent to which assessment objectives in the 16–19 education curriculum in England require students to demonstrate creative skills in their work, be it class assessment or external examinations. It finds that all but two subject specifications and syllabuses (in one discipline) explicitly state creativity as an assessment objective, although a few other subject specifications (in other disciplines) required candidates to demonstrate some creative skills in their work.
Creativity And The Mind: Discovering The Genius Within
1 Probing the Creative Mind.- 2 Concepts and Creativity.- 3 Visualizing in a Creative Way.- 4 Problem Solving and Reasoning.- 5 Invention and Product Development.- 6 Business Applications.- 7 Science Fiction and Fantasy Writing.- 8 Science and Art.- 9 Just Having Fun.- 10 Looking Back and Looking Forward.
Educational innovation in Musical Language Course: responses and the overcoming of limitations
This article presents an innovative methodological proposal for the development of auditory education in the course of the Language of Music. Based on this proposal, we analyze an educational community’s response to the innovations implemented, and we identify the limitations recognized throughout the learning and teaching process, as well as the strategies developed to overcome them. To this end, we applied a qualitative methodology with the classroom-based research method. The compilation of data was carried out through participant observation, captured in the journals of the professor and researcher, interviews and analysis of documents. The research results demonstrate that patience, responsibility and perseverance in their work on behalf of the professors have been key to overcoming the limitations identified and in promoting that students enjoy and learn their class contents in meaningful ways. Recibido 05/02/2018 Aceptado: 09/03/2018