- BSBCRT601A - Research and apply concepts and theories of creativity
Assessor Resource
BSBCRT601A
Research and apply concepts and theories of creativity
Assessment tool
Version 1.0
Issue Date: April 2024
This unit applies to individuals who use sophisticated research and critical analysis skills in the exploration of creativity and its application to work and life practice. This research may be related specifically to fields of practice traditionally considered as 'creative', such as the arts, but may equally relate to much broader fields of human activity and endeavour.
The scope of the research activity has both significant depth and breadth. A broader, more general approach to the ideas and history surrounding creativity is found in BSBCRT403A Explore the history and social impact of creativity.
This unit describes the performance outcomes, skills and knowledge required to undertake research into different concepts and theories of creativity, and to apply those to a particular field of endeavour.
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: conduct of at least one research project into past, current and emerging theories of creativity development of substantiated positions on creativity and its application in response to own analysis and research knowledge of different theories and thinking on creativity and its application in different social and work contexts. |
Context of and specific resources for assessment | Assessment must ensure: use of current and emerging sources of information and thinking on creativity. |
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 evaluation of research undertaken by the candidate into theories and application of creativity observation of the candidate participating in discourse and debate on theories of creativity and on the candidate's own positions and ideas. |
Guidance information for assessment | |
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.
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Required skills |
critical thinking skills to analyse complex information and to develop and substantiate own positions and responses to theories and thinking around creativity communication skills to articulate and debate complex concepts literacy and problem solving skills to research information dealing with complex concepts and theories of creativity self-management skills to develop and substantiate own views and ideas. |
Required knowledge |
different theories and concepts of creativity, including different historical perspectives and current and emerging thinking potential and actual benefits of creativity for individuals, businesses and communities relationship between theories of creativity and creativity in practice (in a particular work or broader social context). |
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. | |
Research techniques may include: | analysis of consumer trends desk research finding style leaders informal discussions internet search interviews literature reviews observation of creative workers processes and behaviours personal experience tracking trendsetters |
New, emerging and alternative sources of ideas and thinking may include: | component resourcing consumer trends current business theories emerging government policy emerging research fashion/design trends grazing hardware, electronics, junk, second hand goods etc. individuals in any fields of endeavour innovative organisations international trends new products and sub assembly components social trends |
Critical analysis may involve: | adapting analysing and evaluating actions and policies challenging clarifying issues, values and standards comparing analogous situations comparing and contrasting ideals with practice comparing and evaluating beliefs, interpretations and theories critical path process debate and discussion developing criteria for evaluation distinguishing relevant from irrelevant facts examining and evaluating assumptions exploring implications and consequences generating and assessing solutions ideational connecting of unrelated information judging leap of faith making interdisciplinary connections making plausible inferences and predictions noting significant similarities and differences obtuse connections openness questioning reading and listening critically reflecting |
Range of theoretical perspectives and thinking may be: | economic environmental geographic heritage historical local, national, international political philosophical social/cultural style/design |
Own work and life experience may include: | evaluation of contexts in which creativity has flourished observation of nature observation of the man-made environment observations of the ways people interrelate reflection on own creative thinking and endeavours reflection on own experience with any type of creative endeavour or creative thinking workplace experience |
Benefits to individuals, businesses and the community may include: | adaptability better individual and business relationships capacity for innovation and invention curiosity environmentally sustainable practices greater social cohesion high degree of value adding improved productivity and profit nimbleness of thought psychological wellbeing of individuals and communities |
Substantiated positions may be positions which are: | grounded in appropriate research result of rational and logical thought supported by relevant information subjected to the analysis of others (e.g. peer review) |
Clarity of thought and conceptual understanding may be demonstrated by: | ability to exchange and debate ideas with others appropriate distillation of ideas to suit the required purpose audience understanding clear articulation of ideas |
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 |
|---|---|---|---|
| Use a range of research techniques to source information about creativity | |||
| Identify and explore potential new, emerging and alternative sources of ideas and thinking about creativity | |||
| Expand own knowledge and understanding of creativity through review and critical analysis of information | |||
| Analyse, compare and contrast a range of theoretical perspectives and thinking on creativity | |||
| Identify and explore the transmigration of creative thought to innovative output | |||
| Evaluate the relevance and application of different theories and practices of creativity based on analysis of own work and life experience | |||
| Analyse the ways in which different aspects of history, theory and other influences are applied, adapted or challenged in practice | |||
| Assess the ways in which theories, thinking and practices about creativity may be applied that provide benefits to individuals, businesses and the community | |||
| Take a critical approach to different theories and reflect on own ideas and responses | |||
| Develop own substantiated positions in response to research and analysis | |||
| Articulate own positions in a manner which demonstrates clarity of thought and conceptual understanding of different theories and thinking | |||
| Debate own positions on creativity showing belief in own ideas and a willingness to remain open to new perspectives |
Forms
Assessment Cover Sheet
BSBCRT601A - Research and apply concepts and theories of creativity
Assessment task 1: [title]
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I declare that the assessment tasks submitted for this unit are my own work.
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Assessment Record Sheet
BSBCRT601A - Research and apply concepts and theories of creativity
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Assessment task 1: [title] Result: Competent Not yet competent
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Feedback to student:
Overall assessment result: Competent Not yet competent
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