Formative Assessment of Creativity in Undergraduate Mathematics: Using a Creativity-in-Progress Rubric (CPR) on Proving
Mathematics--Study and teaching (Higher), Creative ability in science
“The project described in this chapter introduces an assessment framework for mathematical creativity in undergraduate mathematics teaching and learning. One outcome of this project is a formative assessment tool, the Creativity-in-Progress Rubric (CPR) on proving, that can be implemented in an introductory proof course. Using multiple methodological tools on a case study, we demonstrate how implementing the CPR on proving can help researchers and educators to observe and assess a student’s development of mathematical creativity in proving. We claim if mathematicians who regularly engage in proving value creativity, then there should be some explicit discussion of mathematical creativity in proving early in a young mathematician’s career. In this chapter, we also outline suggestions on how to introduce mathematical creativity in the undergraduate classroom.” – p. 23
Savic, Milos; Karakok, Gulden; Tang, Gail; and El Turkey, Houssein, "Formative Assessment of Creativity in Undergraduate Mathematics: Using a Creativity-in-Progress Rubric (CPR) on Proving" (2017). Mathematics Faculty Publications. 10.
M. Savic, G. Karakok, G. Tang & H. El Turkey (2017). Formative Assessment of Creativity in Undergraduate Mathematics: Using a Creativity-in-Progress Rubric (CPR) on Proving. In R. Leiken & B. Sriraman, Bharath (Eds.), Creativity and Giftedness, Interdisciplinary Perspectives from Mathematics and Beyond (p. 23–46), Springer International Publishing AG.