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In this paper, we explore second-level students’ understanding of the concept of creativity and the implications for their engagement in class-based assessments. We propose that creativity represents an important outcome of education, particularly at second level. We use a single case study, with data presented from a series of semi-structured focus groups. The participants are students who take classes in a range of subjects including science, languages and practical subjects. Our findings suggest that second-level student’s recognition and value creativity. Our findings also indicate that creativity plays a positive role in the students’ educational development as it encourages them to learn new things. However, their attitudes change during second level. This is due to factors: including the attitudes of family, peers and teachers. In addition, the format of assessments and the form of feedback can contribute significantly to the students’ propensity to be creative. This research contributes to the literature on the role of schools in supporting creativity.

Second level students’ experiences of creativity: an Irish case study