Creativity Evaluation Rubric —High School

Created Feb. 7, 2024 by Clarity Innovations

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Choosing Projects	When I decide which projects to work on, I take into account a broad range of factors, including subject-area knowledge and principles, my skills, and what I will learn.	I use my knowledge of the content, skills, and principles of a subject area to help me decide which projects I should work on.	I use limited knowledge of the content, skills, and principles of a subject area to evaluate the worth of my ideas, and, consequently, I sometimes work on projects that do not have much value.	I do not use knowledge of the content, skills, or principles of a subject area to decide if I should work on an idea.
Anticipating Responses	I use my knowledge of the subject area and its systems to think about how my creation will work. I consider about how people will benefit from my idea when choosing something to work on.	I predict how my creation will be received as a way of deciding if an idea is worth pursuing.	I try to predict how my creation will be received as a way of deciding if it is worth doing.	I do not think about how my creation will be received.
Trusting Own Judgment	I trust my intuition and my own beliefs along with other reasonable resources when determining if an idea is worth pursuing.	I trust my own beliefs and the opinions of people I trust when determining if my ideas are worthwhile.	I have to be reminded to trust my own beliefs. OR I often only trust my own beliefs when determining the value of an idea.	I completely trust my own feelings about whether an idea is worth pursuing. OR I let other people decide whether my ideas are good enough to work on.
Using Exemplary Models	I am very familiar with exemplary developments in my area of expertise and can use them as models for determining the value of my creations.	I use exemplary models to determine the value of my creations.	With help, I use exemplary models to determine the value of my creations.	I do not use exemplary models to determine the value of my creations.
Using Assessment Tools	I use my knowledge of a subject and the opinions of experts and peers to create rubrics, scoring guides, and checklists to help me produce high-quality work.	I can create rubrics, scoring guides, and checklists, to help me create high-quality work.	With help, I can use rubrics, scoring guides, and checklists, to determine the quality of my work.	I cannot use rubrics, scoring guides, or checklists to determine the quality of my work.
Believing in Self	By immersing myself in the field in which I am creating, I have developed my own sense of what quality is in my work, and I trust it, even when others may not appreciate it.	I know enough about the field I am working in to have a feel for what quality is, and I usually trust my feelings in spite of what others may say.	I do not really know enough about the field I am working in to have a good sense of what quality is, and so I am often influenced by what uninformed people think.	I do not know enough about the field I am working in to have my own sense of what quality is. OR I have an inaccurate sense of what quality is because I know so little about the field.
Communicating Reasons	I can give a thorough explanation of my reasons for going ahead with one of my ideas.	I can give good reasons for choosing the project I chose.	I have difficulty explaining why I chose the project I chose, and some of my reasons do not make sense.	I cannot give good reasons for choosing the project I chose.
Communicating	I can explain why my project is high quality by using the language of the field to compare its features and components to exemplary products.	I can explain why my project is high quality by comparing it to exemplary products.	I have difficulty explaining why my project is high quality, and some of my reasons do not reflect knowledge of the standards of the subject area.	When I explain why my project is high quality, my reasons reflect inaccurate knowledge and poor reasoning.