Maren

I would make two comments to this. Firstly, it is the tutor's role in an academic, creative context to make critical judgment in the assessment process on the level of originality and creativity. This comes through the tutors own experience as a practitioner and assessing other work. However, secondly, a more rigorous and fail-safe part of the assessment deliverables is the process that the student has gone through to produce an outcome. This is where the student intellectual and critical engagement with the task can be demonstrated or not.
It can also be the case that an exceptionally high level of craft or technical production is all that is required and originality of thought is not appropriate. Is the need for content or an idea part of the brief?
As part of a departmental away-day last September, I led a discussion seminar on 'assessing creativity'. I can send you the original briefing notes if you e-mail me on pagl@dmu.ac.uk. Paul.