Objective
At the Creating level of Bloom’s Taxonomy, students are challenged to use the knowledge and skills they have acquired to create something new. This stage involves synthesizing ideas, constructing solutions, and producing original work, which makes it one of the most complex cognitive levels. It encourages students to move beyond understanding and analysis to generate new ideas, concepts, or products.
1 Review Course Description
First, review the Hostos Course Catalog to identify objectives that support tasks at the creating level. Look for verbs like design, develop, construct, produce, or formulate, as these signal that students should be working toward the creation of something original. For instance, an objective could be, “Students will design an instructional strategy that integrates technology to solve a real-world educational challenge.”
2 Select the Assessment Type
The Creating level challenges students to synthesize various elements of their learning into a unified, innovative outcome. Whether they are designing a project, formulating a new theory, or solving complex problems, the emphasis is on blending critical thinking with imagination and analysis. The next step in supporting this creative process is to select assessment types that provide students with the freedom to explore and innovate, while still offering a structured framework that guides them toward meaningful results.
While creativity is often seen as unique and personal, it is still important to promote academic integrity in creative assignments. Encourage students to reflect on the originality of their work and include personal input or real-world applications to ground their creations in authentic learning experiences.
In cases where students might lean on existing solutions or models, you can emphasize the importance of citing influences and drawing inspiration ethically. Setting clear guidelines about originality and providing rubrics that include evaluation of creative thinking can help ensure integrity is maintained throughout the process.
3 Use GenAI to Write Instructions for the Selected Assignment Type
The prompts below are designed to help you create effective Creating-level assessments by guiding students through a scaffolded approach. This method emphasizes breaking assignments into stages, allowing students to build their projects gradually while receiving feedback while maintaining academic integrity.
The prompts are designed to students to submit an initial proposal to brainstorm and outline their project ideas. This stage encourages exploration and helps them clarify their goals. For the progress milestones, have students develop early drafts or models. By the final product stage, encourage students to present their completed work.
Feel free to adjust; assess whether and how students can utilize AI tools for these assignments as enhancement rather than as a replacement for creativity.
The prompt below is based on the C.R.E.A.T.E. Prompting Framework by Dave Birss.
Replace content within curly brackets { }. Adjust as needed.
Character: You are an experienced educational expert specializing in designing project-based assessments that require students to generate original solutions, products, or models.
Request: Create a project-based assignment that asks students to design or build {a solution, product, or model} related to {specific topic here}. The assignment should focus on the Creating level of Bloom’s Taxonomy, requiring students to synthesize knowledge, apply creativity, and develop something new. The task should encourage innovation and originality, whether it’s creating a lesson plan, developing a business proposal, or designing a piece of software.
The assignment should also include milestones or draft submissions to guide students through the creation process. Ask them to incorporate real-world applications or personal experiences to ensure the project is grounded in authentic, meaningful contexts.
Examples:
For Education, ask students to design a new lesson plan for a specific age group or subject. They should incorporate diverse learning strategies and include a rationale for why these methods are effective.
For Business, prompt students to create a detailed business proposal for launching a new product or service. The proposal should include market research, financial projections, and a strategic plan for implementation.
For Software Development, students could be tasked with designing a prototype for a mobile app that solves a specific problem. They should present a detailed flow of the user interface and describe the functionality of the app.
Steps to Scaffold the Assignment:
Proposal Submission: Ask students to submit a proposal outlining their project idea, including the goals, the intended product or solution, and an initial plan for how they will approach the project.
Draft Submission: After receiving feedback on the proposal, require students to submit a draft or prototype of their project. This draft should show clear progress toward their final product, including key design elements or initial plans.
Final Submission: The final version should be a fully developed solution, product, or model that meets the project’s goals. Students should provide a detailed explanation of how they arrived at the final design, including their thought process and any adjustments made during development.
Personal Reflection/Real-World Application: As part of the final submission, ask students to include a reflection connecting their project to real-world applications or personal experiences. This ensures they understand the broader context of their work and discourages reliance on AI tools for generating content.
Type of Output: The final submission should include:
A completed project (e.g., lesson plan, business proposal, software design) that demonstrates creativity and originality.
A reflection on the project’s real-world applications or personal relevance.
Clear documentation of the design process, including any iterations or improvements made during development.
Extra: Remind students that the focus is on creating something original, and encourage them to avoid using AI tools to generate the main components of their project. The milestones (proposals, drafts, and reflections) are designed to ensure deep engagement and authentic work.
The prompt below is based on the C.R.E.A.T.E. Prompting Framework by Dave Birss.
In the same chat, paste the prompt below. Replace content within curly brackets { }. Adjust as needed.
Character: Now that you’ve designed a project-based assignment, you are ready to create a grading rubric to evaluate student performance.
Request: Create a grading rubric to assess student performance on the project-based assignment for {specific project topic here}. The rubric should include {number of levels} levels of achievement, and the total score should add up to {total points possible}. Each level should describe how well the student has designed or built the solution, product, or model, how they have integrated feedback, and how effectively they connected their project to real-world applications or personal experiences.
The rubric should be structured hierarchically, with more weight given to critical categories like creativity, originality, and the final product’s quality.
Hierarchical Categories:
- Creativity and Originality (most important)
- How original and creative is the student’s solution, product, or model?
- Evaluate how well the project demonstrates innovative thinking and a unique approach.
- Quality of the Final Product
- Does the final product meet the project goals and requirements?
- Assess whether the solution or model is well-developed, functional, or clearly presented.
- Process and Iteration (Drafts/Proposals)
- Has the student effectively used the scaffolding steps, like proposals and drafts, to refine their project?
- Consider how well they incorporated feedback to improve the project during its development.
- Personal Reflection/Real-World Application
- Has the student provided meaningful reflections or connected the project to real-world applications?
- Evaluate the depth and relevance of the reflection in enhancing their understanding of the project’s purpose.
- Clarity and Documentation
- Is the project well-documented, with clear explanations of the design or development process?
- Assess whether the student has effectively communicated their thought process and how they arrived at the final product.
Rubric Example:
| Category | Level 1 – Below Expectations | Level 2 – Meets Expectations | Level 3 – Exceeds Expectations | Total Points Possible |
|---|---|---|---|---|
| Creativity and Originality | Limited creativity; lacks originality in design or solution. | Some creative elements, but not fully innovative or unique. | Highly creative, with original ideas and an innovative approach. | 20 (adjust based on total) |
| Quality of Final Product | The final product does not meet the project goals; incomplete or unclear. | Adequate product that meets most requirements, but lacks refinement. | High-quality product that meets all project goals and exceeds expectations. | 20 (adjust based on total) |
| Process and Iteration | Minimal use of drafts or feedback; no significant improvement in the project. | Some feedback used to improve the project, but further refinement needed. | Clear evidence of iterative improvement; feedback used effectively to enhance the project. | 15 (adjust based on total) |
| Personal Reflection/Real-World Application | No reflection or irrelevant application provided. | Basic reflection or real-world connection somewhat related to the project. | Insightful reflection with strong real-world application, enhancing the project’s relevance. | 10 (adjust based on total) |
| Clarity and Documentation | Poorly documented; design process is unclear or incomplete. | Adequate documentation, but missing key details. | Well-documented process with clear explanations and reasoning behind design decisions. | 10 (adjust based on total) |
Adjustments: You can modify the number of levels and the weighting of each category based on the total points available for the assignment ({total points possible}). Ensure that the most critical categories, like creativity and product quality, carry the most weight.
✅ Alignment with Learning Objectives
Assignment includes tasks that require students to design, build, or create something original, targeting the Creating level of Bloom’s Taxonomy, fostering synthesis and innovation.
✅ Creativity and Originality
Assignment emphasizes generating an original solution, product, or model, encouraging creative thinking and new ideas.
✅ Clarity and Structure
Assignment provides clear instructions, outlining the stages of the project (proposal, draft, final product) and guiding students through the creative process without being overly prescriptive.
✅ Real-World Application and Reflection
Assignment incorporates real-world applications or personal reflections to promote deeper engagement and discourage reliance on AI-generated content.
✅ Scaffolding and Feedback
Assignment is structured with multiple steps (outlines, drafts) and provides feedback at each stage, allowing students to refine their work based on feedback.
Initial Proposal (5%)
Students submit a proposal outlining their project idea, the goals they aim to achieve, and the initial steps for developing their solution or product. This step helps ensure they are moving in the right direction early on and allows you to offer targeted feedback on their project scope and direction. Please focus on the clarity of the idea and its alignment with the project’s objectives.
Progress Milestones (10%)
In this stage, students submit drafts or prototypes of their projects. These might include early designs, models, or partial implementations of their solution. This stage is key for providing feedback on the project’s progress and guiding students through the creative process. Emphasize their ability to synthesize knowledge and adjust their work based on feedback.
Final Submission (10%)
After incorporating feedback from the progress milestones, students submit their final product. The final version should demonstrate originality, innovation, and a well-developed solution or model. Evaluate how effectively they have integrated ideas, applied creativity, and responded to feedback. The project should reflect real-world applications or personal reflections to deepen engagement.
Suppose you want to increase the total weight to 30%. In that case, you can increase the weighting for Progress Milestones or Final Submission by 2-3% to emphasize the importance of sustained development and the final product.
The prompt below is based on the C.R.E.A.T.E. Prompting Framework by Dave Birss.
Replace content within curly brackets { }. Adjust as needed.
Character: You are an experienced educational expert specializing in designing multimedia and artistic creation assessments that allow students to express their understanding in creative ways.
Request: Design an assignment that asks students to create a {multimedia presentation, artwork, or performance piece} that demonstrates their understanding of {specific core concept or topic here}. The assignment should focus on the Creating level of Bloom’s Taxonomy, requiring students to synthesize their knowledge and express it through original, creative work.
Encourage students to engage with the content in a unique and meaningful way, whether through visual art, video, music, or a performance. Scaffolding steps, like proposals and drafts, should guide students through the creative process and ensure the final product meets learning objectives.
Examples:
For History, ask students to create a multimedia presentation (e.g., video, slideshow) that narrates a significant historical event, integrating visuals, text, and audio to convey the event’s impact.
For Literature, students could be asked to design a visual artwork or performance piece that interprets the themes of a specific literary work. They should explain how their piece represents the core message of the text.
For Environmental Science, prompt students to create an infographic or digital artwork that illustrates the impact of climate change on ecosystems. They should include key data points and concepts in their artwork.
Steps to Scaffold the Assignment:
Proposal Submission: Ask students to submit a proposal outlining their creative idea, the medium they will use, and how it connects to the core concept. Provide feedback to guide their creative direction.
Draft or Preview Submission: Require students to submit a draft or a preview of their work, whether it’s a rough sketch, storyboard, or a sample section of their multimedia project. This step allows for feedback and revision before the final product.
Final Submission: The final submission should be a polished multimedia or artistic piece that clearly demonstrates the student’s understanding of the topic. They should include a short explanation of how their work represents the core concept.
Personal Reflection/Real-World Connection: Ask students to include a reflection where they explain their creative choices and how their project connects to the real world or their personal experiences.
Type of Output: The final submission should include:
A completed {multimedia presentation, artwork, or performance} that demonstrates creative engagement with the core concept.
A brief explanation of the project and the student’s creative process.
A personal reflection or real-world application to enhance the depth of their engagement.
Extra: Encourage students to rely on their own creativity rather than using AI tools to generate the core elements of their project. The scaffolding steps, including proposals and drafts, will help them stay engaged and original throughout the process.
The prompt below is based on the C.R.E.A.T.E. Prompting Framework by Dave Birss.
Replace content within curly brackets { } and don’t forget to attach your study material to the prompt.
Character: Now that you’ve designed a multimedia or artistic creation assignment, you are ready to create a grading rubric to evaluate student performance.
Request: Create a grading rubric to assess student performance on the multimedia or artistic creation assignment for {specific topic or concept here}. The rubric should include {number of levels} levels of achievement, and the total score should add up to {total points possible}. Each level should describe how well the student demonstrated creativity, expressed core concepts through the chosen medium, and connected their work to personal experiences or real-world applications.
The rubric should be structured hierarchically, with more weight given to critical categories like creativity, representation of core concepts, and the quality of the final piece.
Hierarchical Categories:
- Creativity and Originality (most important)
- How original and creative is the multimedia or artistic piece?
- Evaluate the student’s ability to think creatively and express unique ideas through their chosen medium.
- Representation of Core Concepts
- Does the project clearly demonstrate the student’s understanding of the core concept?
- Assess how well the student integrates key ideas into their artwork or multimedia creation.
- Quality of the Final Product
- Is the final multimedia or artistic piece polished, complete, and engaging?
- Consider whether the work is visually or audibly appealing and meets artistic or multimedia standards.
- Process and Iteration (Drafts/Proposals)
- Has the student effectively used the scaffolding steps, like proposals or drafts, to refine their project?
- Evaluate how well they incorporated feedback and improved their work over time.
- Personal Reflection/Real-World Application
- Has the student provided meaningful reflections or connected their work to real-world examples or personal experiences?
- Evaluate the depth and relevance of the reflection in enhancing their understanding of the project’s purpose.
Rubric Example:
| Category | Level 1 – Below Expectations | Level 2 – Meets Expectations | Level 3 – Exceeds Expectations | Total Points Possible |
|---|---|---|---|---|
| Creativity and Originality | Limited creativity; little originality in the approach or idea. | Some creative elements, but not fully unique or original. | Highly creative and original; demonstrates unique and innovative thinking. | 20 (adjust based on total) |
| Representation of Core Concepts | Weak or inaccurate representation of the core concept. | Adequate representation of the core concept, but lacking depth. | Strong representation, clearly demonstrating an understanding of the core concept. | 20 (adjust based on total) |
| Quality of the Final Product | The final product is incomplete, disorganized, or lacks polish. | The product is complete, but could benefit from more refinement. | High-quality work; polished, professional, and visually or audibly appealing. | 15 (adjust based on total) |
| Process and Iteration (Drafts/Proposals) | Minimal improvement from drafts or feedback; little use of scaffolding. | Some improvement based on feedback, but more refinement needed. | Clear improvement and effective use of feedback to refine the project. | 10 (adjust based on total) |
| Personal Reflection/Real-World Application | No reflection or irrelevant application provided. | Basic reflection or real-world connection somewhat related to the project. | Insightful reflection with strong real-world application, enhancing the project’s relevance. | 10 (adjust based on total) |
Adjustments: You can modify the number of levels and the weighting of each category based on the total points available for the assignment ({total points possible}). Ensure that the most critical categories, like creativity and representation of core concepts, carry the most weight.
✅ Alignment with Learning Objectives
The assignment includes tasks that require students to design, create, or build an original multimedia or artistic piece, targeting the Creating level of Bloom’s Taxonomy. It fosters synthesis, innovation, and creative integration of course concepts.
✅ Creativity and Originality
The assignment emphasizes the development of an original product, solution, or artistic expression, encouraging students to generate new ideas and think creatively in their approach.
✅ Clarity and Structure
The assignment provides clear instructions, outlining the project stages (proposal, draft, final product) and guiding students through the creative process in a structured way, without restricting their creative freedom.
✅ Real-World Application and Reflection
The assignment integrates real-world applications or encourages personal reflection to deepen student engagement and relevance, discouraging reliance on AI-generated content and ensuring originality.
✅ Scaffolding and Feedback
The assignment is broken into multiple steps, such as proposals, drafts, and final products, with feedback provided at each stage. This structure helps students refine their work based on ongoing feedback and fosters continuous improvement.
Initial Concept Proposal (5%)
Students submit an initial proposal outlining the concept of their multimedia or artistic project. This proposal should detail the theme or message they aim to communicate, the medium they will use, and the approach they will take to develop their work. At this stage, students receive feedback to refine their ideas and ensure the project aligns with course objectives. Focus on how clearly they articulate their vision and the feasibility of their project.
Draft or Prototype (10%)
In this phase, students submit a draft or early version of their project, which could include sketches, storyboards, mock-ups, or partial recordings. The draft allows students to demonstrate how they have begun to implement their creative vision. Provide feedback on how well their work is progressing, focusing on the originality of their ideas, coherence, and use of multimedia or artistic elements. This stage helps students refine their project before the final submission.
Adjust the weights to emphasize the iterative process of refining ideas and student’s active engagement in developing their creative output. By focusing on prototyping and revisions, you reduce the likelihood of AI misuse, as students must show their progress and thought process throughout the project.
Final Presentation or Performance (10%)
After incorporating feedback, students present their completed multimedia or artistic piece. The final submission should showcase their creativity, synthesis of course material, and effective use of the chosen medium to convey their message or theme. Assess how well the project integrates originality, demonstrates a deep understanding of the content, and applies personal or real-world reflections. The final piece should clearly communicate the intended message or theme and reflect a high level of creative thought and execution.
To increase the total weight to 30%, consider increasing the Final Presentation or Performance portion to 12-15%, reflecting the importance of the final creative output and its synthesis of the learning process.
Key Takeaways
At the Creating level of Bloom’s Taxonomy, students are challenged to synthesize their knowledge and skills to produce something original, such as a project, theory, or solution. This unit highlights the importance of selecting assessments that foster creativity while providing structure and guidance, such as project-based assignments or creative presentations. To maintain academic integrity, students should be encouraged to reflect on their originality, cite influences ethically, and ground their creations in real-world applications. Scaffolded assignments that include brainstorming, drafts, and feedback allow students to gradually develop their work while promoting deeper learning.
References
OpenAI. (2024). ChatGPT [AI language model]. Retrieved from https://chat.openai.com.
Educational Technology Department. (n.d.). “Selecting assignment types to measure student learning.” Hostos Community College. https://commons.hostos.cuny.edu/edtech/faculty/teaching-with-technology/teaching-learning-frameworks/selecting-assignment-types-to-measure-student-learning/