Summarizing [14]
Finally, here is the last work! ^^
Here are the links for the previous posts.
[ 1] [ 2] [ 3] [ 4] [ 5] [ 6] [ 7] [ 8] [ 9] [ 10] [ 11] [ 12] [ 13]
And you can find the original article here under keyword creative writing cultural awareness. Enjoy! ^^
================================================================================================================================
Title: Assessment of Creative Writing: The Case of Singapore Secondary Chinese Language Curriculum
Writer(s): Chan Kwong Tung (Curriculum, Teaching & Learning Academic Group, National Institute of Education, Nanyang Technological University, Singapore)
Design: Qualitative Study
Instruments: Singapore secondary school Chinese Language curriculum and assessment
From this article, I know that many teachers experience difficulty in assessing students’ writing in relation to 21st century education in which creativity is highly valued and has its own level. Many teachers think that assessing creative writing is too subjective to make a fair judgement, because it is depend on the teacher itself on how he/she define creativity.
Another thing I learn from this article is that since long ago, rubrics have been used to assess creativity. By using rubrics, students and teachers can clarify the criteria of creative learning and production; what the continuum of creative performance or how the final product looks like. So, the teacher will gain more confidence in assessing students’ work. The criteria used to ensure validity are the learning points taught in the curriculum in use.
Even though rubrics may be a valid solution to assess students’ creative writing, it depends on the technical quality in assessment that will make teachers to have confidence in creativity assessment practices. And to have a good technical quality, teachers need to have good knowledge on assessment itself.
===============================================================================================================================
~Tk~
Here are the links for the previous posts.
[ 1] [ 2] [ 3] [ 4] [ 5] [ 6] [ 7] [ 8] [ 9] [ 10] [ 11] [ 12] [ 13]
And you can find the original article here under keyword creative writing cultural awareness. Enjoy! ^^
================================================================================================================================
Title: Assessment of Creative Writing: The Case of Singapore Secondary Chinese Language Curriculum
Writer(s): Chan Kwong Tung (Curriculum, Teaching & Learning Academic Group, National Institute of Education, Nanyang Technological University, Singapore)
Design: Qualitative Study
Instruments: Singapore secondary school Chinese Language curriculum and assessment
From this article, I know that many teachers experience difficulty in assessing students’ writing in relation to 21st century education in which creativity is highly valued and has its own level. Many teachers think that assessing creative writing is too subjective to make a fair judgement, because it is depend on the teacher itself on how he/she define creativity.
Another thing I learn from this article is that since long ago, rubrics have been used to assess creativity. By using rubrics, students and teachers can clarify the criteria of creative learning and production; what the continuum of creative performance or how the final product looks like. So, the teacher will gain more confidence in assessing students’ work. The criteria used to ensure validity are the learning points taught in the curriculum in use.
Even though rubrics may be a valid solution to assess students’ creative writing, it depends on the technical quality in assessment that will make teachers to have confidence in creativity assessment practices. And to have a good technical quality, teachers need to have good knowledge on assessment itself.
===============================================================================================================================
~Tk~