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• W2188222722 abstract "This study examined self-assessed creativity and design. In particular, it analyzed the relationships of self-assessment with the level of expertise, and the grades obtained by students in the course of their academic studies, with possible implications for design education. Findings support the view that self-assessed creativity is a valid and legitimate tool for design evaluation. Understanding how students assess their own design tasks and products have important implications for design education, and paves the way for generating intervention programs to encourage and develop design creativity. Design problem solving is a complex activity that demands expertise, as well as the unconventional use of knowledge. Design involves the existence of new problem situations, which cannot be solved by retrieving prior knowledge. Besides proficiency and knowledge, a change in the view of a new problem requires creativity. A great number of studies in design creativity dealt with the definition of creativity, the promotion of creativity in design, and the study of the personality of designers (e.g., Hanna and barber, 2001; Candy and Edmonds, 1996). However, few investigations dealt with the assessment of creativity in design. By and large, creativity is assessed in global terms by design experts. This is often the case in the evaluation of projects carried out by students in the design studio. Design teachers and design experts are expected to share similar opinions about the level of creativity achieved by a specific design project. Nevertheless, such assessments are generally not carried out on the basis of clear parameters, or under controlled situations. In a recent study, Casakin and Kreitler (2005) concentrated on the assessment of creativity in design problem solving. The aim was to propose a framework where factors of design creativity could be objectively assessed by design experts. Nevertheless, there still remain open questions such as: (i) how students in general, and novice and advanced students in particular, perceive their own designs; (ii) what is the relationship between design grades and self- perceived creativity; and (iii) what could be the consequences of self-perceived creativity for design education. In this study we propose a framework for analyzing self-perceived creativity in design, with implications for design education. In order to test the validity of self-assessed creativity we analyzed it with respect to a specific domain (architectural design), a specific product (the design of a museum), and specific attitudes of design creativity. After presenting a general background, an empirical research is carried out for studying" @default.
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• W2188222722 title "Self-Assessment Of Creativity: Implications For Design Education" @default.
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