학습자 제작에 의한 채점 기준표를 활용한 대학생의 영어드라마 창의성 평가
Assessing the Creativity of English Dramas through University Students’ Learner-generated Rubrics
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This study aims to explore creativity assessment in the context of English dramas. The current study has three research questions. How many points do students give to the area of creativity in their rubrics? How do they construct their definitions of creativity? Does creativity assessment yield acceptable inter-rater reliability? For the study, fifty university students wrote English drama, designed scoring rubrics for assessing the dramas, and conducted a self-assessment using their rubrics. The researchers analyzed the learner-generated rubrics and learners’ verbal reports about the construct of creativity and, further, compared students’ self-assessment scores to those of experts’. The finding indicates that 60% of the students included creativity in their rubrics, and that they considered language use and creativity as the most important and the second most important category. Students viewed creativity as defined by novelty, appropriateness, and interest and explained creativity mainly in conjunction with content. Finally, although the interrater difference between student raters and experts was comparatively notable in the area of creativity, the value of interrater reliability was in the acceptable range. The implication of this study is that learners’ participation in rubric development is a meaningful pathway to enlighten creativity in assessment practices.
Abstract
This study aims to explore creativity assessment in the context of English dramas. The current study has three research questions. How many points do students give to the area of creativity in their rubrics? How do they construct their definitions of creativity? Does creativity assessment yield acceptable inter-rater reliability? For the study, fifty university students wrote English drama, designed scoring rubrics for assessing the dramas, and conducted a self-assessment using their rubrics. The researchers analyzed the learner-generated rubrics and learners’ verbal reports about the construct of creativity and, further, compared students’ self-assessment scores to those of experts’. The finding indicates that 60% of the students included creativity in their rubrics, and that they considered language use and creativity as the most important and the second most important category. Students viewed creativity as defined by novelty, appropriateness, and interest and explained creativity mainly in conjunction with content. Finally, although the interrater difference between student raters and experts was comparatively notable in the area of creativity, the value of interrater reliability was in the acceptable range. The implication of this study is that learners’ participation in rubric development is a meaningful pathway to enlighten creativity in assessment practices.
참고문헌 (24)
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