Assessment of Creative Writing: The Case of Singapore Secondary Chinese Language Curriculum

Autor/in	Tung, Chan Kwong
Titel	Assessment of Creative Writing: The Case of Singapore Secondary Chinese Language Curriculum
Quelle	In: Universal Journal of Educational Research, 3 (2015) 10, S.655-662 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Foreign Countries; Creative Writing; Creativity; Educational Assessment; Validity; Reliability; Chinese; Scoring Rubrics; Writing Evaluation; Bilingual Education; Indonesian Languages; Dravidian Languages; Curriculum Development; Second Language Instruction; Secondary Education; Secondary School Students; Secondary School Curriculum; Singapore + Suchen Sie Ihr Suchwort? Ausland; Kreatives Schreiben; Kreativität; Education; assessment; Bewertungssystem; Gültigkeit; Reliabilität; China; Chinesen; Scoring formulas; Auswertungsbogen; Bilingual teaching; Bilingualer Unterricht; Indonesisch; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Fremdsprachenunterricht; Sekundarbereich; Sekundarschüler; Singapur
Abstract	In Singapore and in elsewhere alike, educators nowadays are paying much more attention on the set of teaching and assessment recommendations called the 21st century skills that include creativity at the policy, programmatic, school and classroom levels. As these education systems develop and respond to the demands of the new century, educators are facing many challenges. In general, educational assessment does not pay much attention to creativity. This is despite the global call for teaching and learning of 21st century skills. There are many reasons to this phenomenon and it can be understood from the conceptual and practical level. At the conceptual level, there is indeed a dearth of research on how creativity can be assessed in language art writing. Teachers think that assessments of creativity writings are too subjective to make a fair judgment. That could be one of the many reasons why both formal and informal assessments of students' creativity writings are rare in Singapore and in elsewhere. In educational assessment terminology, this concerns the concepts of validity and reliability issues of assessing students' creativity in writings. Teachers find it challenging to design valid and conduct reliable assessment to assess students' creativity. Nevertheless, this article argues that if creative writings are valued in the 21st century education, then valid and reliable assessment methods should be introduced in the language art education. In other words, the technical quality of assessing students' creative writings should be ensured. Using Singapore secondary school Chinese Language curriculum and assessment as an example, this article further illustrates and discusses the possible solutions to overcome these challenges in the assessment of creative writing. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01