Earticle

초록

영어

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.

목차

I. 서론
II. 이론적 배경
III. 연구 방법
3.1. 연구 참여자
3.2. 연구 도구
3.3. 연구절차
3.4. 분석
IV. 결과 및 논의
4.1. 연구질문 1에 대한 결과: 평가영역별 평가항목 수와 배점
<표 2> 평가항목 분류지침
4.3. 연구질문 3에 대한 결과: 창의성 점수 비교 및 채점경향 분석
인용문헌
인용문헌
부록
Abstract

키워드

저자

• 이호 [ Ho Lee | 중앙대학교 교수 ] 주저자
• 석유나 [ Yuna Seok | 중앙대학교 대학원생 ] 교신저자

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학21 [English21]

• 간기

  계간

• pISSN

  1738-4052

• 수록기간

  1967~2025

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 820