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The study analyzes creativity through maker-based projects, focusing on the #SmartCityMaker initiative to design and build a smart city model. Creativity competency is evaluated using a rubric-based assessment, with discussion of how creative, project-based challenges support development of creativity in higher education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/creativity-assessment-in-the-context-of-maker-based-projects/600829/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/creativity-assessment-in-the-context-of-maker-based-projects/600829.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What learning approach does the document focus on to develop creativity?","Question",{"text":112,"@type":113},"It focuses on learning by making, where students are engaged in co-creation of a shared artifact within maker-based projects.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is creativity assessed in the maker-based project context?",{"text":117,"@type":113},"Creativity competency is analyzed using a rubric-based assessment and supported by discussion of project-based creative challenges.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the document say about the creative process in education?",{"text":121,"@type":113},"It emphasizes an iterative process, balancing divergent, convergent, and associative thinking, and allowing time for learners to adjust solutions after initial assessment.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600829,1792167064,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Creativity Assessment in the Context of Maker-based Projects  \nBenjamin Lille, Université Laval, Canada  \nMargarida Romero, Université Nice Sophia Antipolis, France  \nAbstract  \nCreativity is a key competence in 21st century education. Among the active learning pedagogies which aims to develop creativity, learning by making is an emerging approach in which the students are engaged in the co-creation of a shared artefact. In this study, we aim to analyse the creativity competency through a makerbased projects. \\#SmartCityMaker project aims to design and to build a smart city model. We analyse the creativity competency through a rubric-based assessment and discuss the opportunities of creative projectbased challenges in the development of creativity in maker-based projects in Higher Education.  \nKey words  \ncreativity; higher education; maker; teaching practices; project based learning  \nCreative education  \nCreativity is a key competence for facing the social challenges of post-industrial knowledge societies (Garrison, 2011) and is increasingly considered as an important competence in relation to the current and future society (De Bono, 2015; Florida, 2014; Sternberg & Lubart, 1995) . Creativity could be observed when participants engage in the design of a new, innovative and pertinent way to respond to a potentially problematic situation, which is valued by a group of references in a context-specific situation (Csikszentmihalyi, 1996; Franken & Bauers, 2002; Romero & Vallerand, 2016) . Despite the importance of creativity and collaboration in 21st century society (Hesse, Care, Buder, Sassenberg, & Griffin, 2015) and the increasing differences between the “creative class” and the other citizens (Florida, 2014), creativity in educational settings is still not being considered as a key priority by some educational actors and is considered less important than disciplinary content (Willett, Robinson, & Marsh, 2012) . While creativity is being included by policy makers (Shaheen & others, 2010) in K-12 curriculum, most teachers are often still focusing on knowledge acquisition (Boutonnet, 2015; Davies, 2004; Molin & Grubbström, 2013) rather than on competency development such as creativity. Creativity is also still not part of the daily academic discourse (Kleiman, 2008) in higher education (HE) . One reason that could explain the scarcity of studies on creativity in HE is that creativity poses a challenge to the HE organisational system that often relies on compliance and constraint, but also the richness and complexity in the way academics and teachers perceive creativity (Kleiman, 2008) and design-based learning (Kimbell, Stables, & Sprake, 2002) . Jahnke, Haertel and Wildt (2017) observe that there is no unique understanding of what creativity is and highlight HE professors’view of creativity as something that is subjective and as a process that is mostly individual. Despite the multifold aspect of creativity, they are features of creativity that are often mentioned by scholars when it comes to defining it, such originality, novelty and relevance. These different creativity traits are often considered in individual context, as a process and a product obtained by the creative process of a subject  \n(Sternberg & Lubart, 1995) . In the literature, creativity has been mainly developed and analysed by individual activities (Romero, Hyvönen, & Barberà, 2012), which are often limited in their scope of supports to express learners’ creativity. In this paper, we consider creativity as an individual or collaborative reflective iterative process (Runco, 2014) that aims to design a new, innovative and pertinent way to respond to a potentially problematic situation, which is valued by a group of references in a context-specific situation (Csikszentmihalyi, 1996; Franken & Bauers, 2002; Romero & Vallerand, 2016a) . The creative process leads the learner to explore several new solutions to a problem, to use inspirational work in order to orient","cbCaicGeeqYYRgLz","https://ap.wps.com/l/cbCaicGeeqYYRgLz","pdf",412667,17,"English","# Abstract\n# Creative education\n## Creativity as a key competence\n## Creativity in educational settings and higher education\n## Defining creativity and its traits\n## Creativity process and thinking modes\n## Rubric-based assessment and iterative development","[{\"question\":\"What learning approach does the document focus on to develop creativity?\",\"answer\":\"It focuses on learning by making, where students are engaged in co-creation of a shared artifact within maker-based projects.\"},{\"question\":\"How is creativity assessed in the maker-based project context?\",\"answer\":\"Creativity competency is analyzed using a rubric-based assessment and supported by discussion of project-based creative challenges.\"},{\"question\":\"What does the document say about the creative process in education?\",\"answer\":\"It emphasizes an iterative process, balancing divergent, convergent, and associative thinking, and allowing time for learners to adjust solutions after initial assessment.\"}]","Creativity Assessment in the Context of Maker-based Projects | PDF",1792091461,43]