Abstract:
Regarded as a competency for the current century, creativity imposes its own specific building and development strategies for all disciplines. In the Language and Communication curricular area there is a strong tradition of creative tasks. Numerous work items concerning the development of creativity may be thus shaped, but there remains the open issue of relevant and valid assessment. Reserving a number of points for originality does not result in a transparent scoring scheme, unless adequate descriptors are also in place. Developing and applying descriptors in the assessment of creative tasks ought to be based on the perceived difference from other similar products and the effect of mistaken expectations, which may be fully explored in the stylistic interpretation of literary texts.
