z-logo
Premium
Consensual Assessment of Creativity in Teaching Design by Supportive Peers—Its Validity, Practicality, and Benefit
Author(s) -
Cheng Vivian M. Y.
Publication year - 2018
Publication title -
the journal of creative behavior
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.896
H-Index - 55
eISSN - 2162-6057
pISSN - 0022-0175
DOI - 10.1002/jocb.125
Subject(s) - creativity , construct (python library) , consistency (knowledge bases) , psychology , context (archaeology) , peer assessment , construct validity , mathematics education , process (computing) , service (business) , medical education , social psychology , computer science , psychometrics , clinical psychology , medicine , paleontology , operating system , artificial intelligence , biology , programming language , economy , economics
Creativity in teaching is a significant and complex construct. However, in the local educational context, creativity in teaching has received little attention. This study aimed to investigate the validity, practicality, and benefits of applying a modified consensual assessment technique ( CAT ) to assess creativity in teaching design. Four hundred and eighty‐five written teaching designs were collected from 167 in‐service and pre‐service primary school teachers in Hong Kong. Instead of expert teachers, “supportive” peers, who had shown support, interest, and initiative in creative teaching were recruited as judges. A warm‐up exercise, with no definition of creativity, was given to the judges before beginning their assessments. The results indicated overall consistency in the judges' assessments of creativity, and that creativity factor could be distinguished from pedagogical skills and other technical factors. Most of the peer judges reported personal gains in creative teaching by engaging in the assessment process. On average, each judge spent approximately only 2 minutes rating each written teaching design. The findings confirm that the modified CAT is a valid and economical assessment method with learning benefits for the judges. The special values and implications of using supportive peer judges in consensual assessment are further discussed.

This content is not available in your region!

Continue researching here.

Having issues? You can contact us here