• BSBCRT301A - Develop and extend critical and creative thinking skills

Assessor Resource

BSBCRT301A
Develop and extend critical and creative thinking skills

Assessment tool

Version 1.0
Issue Date: March 2024


This unit applies to individuals who need to develop and extend their critical and creative thinking skills.

Creative thinking involves looking at things differently, musing, testing, experimenting and challenging existing thought patterns.

Creative thinking can take place anywhere - at home, at work, lying in bed at night, in the shower or on the bus. It can be applied to any type of issue or situation. When used effectively it can assist with the improvement of existing, or the development of entirely new or innovative services, products or processes. Sometimes creative thinking may pay off in a seemingly unconnected way at a future time and in an apparently unrelated context.

Creative thinking can be learnt and applied through thoughtful application of skills related to observation, analysis, reflection, problem solving, evaluation and critical appraisal.

Effective use of creative thinking skills opens up new opportunities for individuals, businesses and communities.

This unit describes the performance outcomes, skills and knowledge required to develop the habit of thinking in a more creative way.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Employability Skills

This unit contains employability skills.




Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the following is essential:

active participation in a range of creative thinking activities, including ability to ask relevant questions and to generate a range of ideas in response to a given situation or issue

understanding of creativity and creative thinking at a basic level, including its impact and importance for individuals, communities and businesses

knowledge and application of different creative thinking techniques and processes to a range of situations.

Context of and specific resources for assessment

Assessment must ensure:

interactions with challenges, situations and scenarios to which creative thinking may be applied (usually this would involve interactions with others to reflect the nature of the creative thinking process).

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate

direct observation of the candidate participating in collaborative creative thinking activities

evaluation of ideas generated by the candidate (with or without others) and of the processes used to generate and test those ideas

evaluation of a presentation made by the candidate articulating the process of developing ideas or pieces of work, plus evaluation of candidate debating and discussing ideas with others

evaluation of a (non-computerised) game developed by the candidate, played with others, challenged and re-invented

oral or written questioning to assess knowledge of creative thinking techniques, concepts and definitions of creativity.

Guidance information for assessment

Creative thinking always occurs in a specific context. Therefore holistic assessment with other units relevant to the industry sector, workplace and job role is highly recommended. Assessors must, however, retain a strong focus on the creative thinking skills as described in this unit.


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

creative thinking skills to participate effectively and actively in a range of creative thinking activities

literacy skills to explore and analyse information dealing with potentially complex concepts from a wide range of sources

problem-solving skills to tease out central themes and issues, and to respond with a range of ideas and solutions

reflective learning and self-management skills to question and challenge own skills and practice, to identify and access learning opportunities, and to be prepared to learn new things in unfamiliar areas.

Required knowledge

common blockers to creative thinking, both from an individual and organisational perspective

definitions, concepts and history of creativity at an overview level

different creative thinking techniques and how they work, including daydreaming and mental wandering, wishful thinking, use of metaphors and analogies, trigger words, morphological analysis, brainstorming visualisation, mind mapping, lateral thinking games, Edward de Bono's six thinking hats, making associations and storytelling

how creativity applies everywhere, not just in traditionally 'creative' contexts

impacts of creative thinking on individuals, communities and businesses

techniques for filtering to process diverse information

ways of extending and developing individual creative thinking skills.

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Questions may include:

are there any boundaries I need to consider?

are there new ideas we can bring to this situation?

how could I solve this problem?

is there a different way of doing this?

what am I or others trying to do?

what do I need to do to make this better?

what extra information do I need?

what is missing?

what is required?

who do I need to talk to about this?

why is this so?

Different perspectives may be those of:

clients or customers

family members

friends

funding bodies

general public

history

organising committees

regulatory authorities

self

specialists or experts

supervisors or managers

work colleagues

Creative thinking techniques may include:

brainstorming:

stop and go

sequencing

buzz session

bulletin board

computer-aided

daydreaming and mental wandering

Edward de Bono's six thinking hats

ego alter or heroes

graphic organisers:

visual maps

webbing

concept fans

lateral thinking games

making associations

mind mapping

morphological analysis

storytelling

sub-culture surfing

trigger words

use of metaphors and analogies

vision circles

visualisation

wishful thinking

word salads

Blockers to creative thinking may be:

cultural

emotional

environmental

family

ideas and perceptions about how we should behave, such as:

play according to the rules

don't ask questions

don't be silly

do as you're told

be practical

(taken from Lotherington 2003: Flicking Your Creative Switch)

intellectual

peer pressure

perceptual

risk aversion

'way it's done round here'

Existing boundaries may relate to:

available resources (human, financial, physical)

established tradition or practice in a given field of activity

communication protocols

procedures and processes

specifications

unspoken agreements about who does what and how

work conditions

Risks with ideas and thought processes might involve:

accepting the limitations of one's own knowledge or capacity

challenging established authority

challenging the continuation of current ways of doing things

changing the rules

exposing oneself or others to possible criticism

facing personal fears and apprehensions

letting go of control

radically changing long established tradition, practice or norms

taking financial risks

taking self or others outside of a comfort zone

Familiar and unfamiliar places may include:

colleagues

community groupings

friends

hardware stores

information sources with little direct link to the question at hand

journals

junk stores

libraries

museums

recycling yards

shopping centres

websites

workshops

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Develop the habit of asking questions from different perspectives 
Take responsibility for exploring a variety of information sources to provide relevant answers to own questions 
Sort through information and ideas to identify the central questions, issues and challenges 
Challenge preconceptions and assumptions to determine actual constraints in defining a problem for resolution 
Explore and use a range of creative thinking techniques to generate ideas and responses 
Muse on, play around with and have fun with ideas in relation to a perceived objective 
Identify and challenge blockers to creative thinking 
Consider and explore realities beyond the current situation 
Evaluate, and where appropriate, challenge existing boundaries to determine perceived or actual constraints 
Show willingness to take risks with ideas and thought processes 
Look around in familiar and unfamiliar places for new inspiration and habitually record observations, experiences, ideas and reflective thoughts to broaden personal knowledge base 
Acknowledge and accept the opportunity for revelation when least expected 
Identify connections and associations from things that seem unconnected 
Identify, interrogate and challenge the assumptions behind ideas 
Experiment with variations, and explore and challenge a range of different solutions and ideas 
Consciously change perspectives, and evaluate ideas and situations in new ways 
Where appropriate, involve others in ideas and how they might change or be improved 
Consciously challenge and question own thought patterns and ways of responding to work and life situations 
Identify and take opportunities to self-assess and to learn about new ideas and different ways of thinking 
Take opportunities to practise and experiment with creative thinking techniques across work and life situations 
Pro-actively talk to others about ways that new ideas and patterns of thinking can be encouraged and developed 

Forms

Assessment Cover Sheet

BSBCRT301A - Develop and extend critical and creative thinking skills
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

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Date:


Assessment Record Sheet

BSBCRT301A - Develop and extend critical and creative thinking skills

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: