Developing assessment criteria of a lesson for creativity to promote teaching for creativity

Tran, Thi Bich Lieu; Ho, Thi Nhat; Mackenzie, Sarah; Le, Long Kim

doi:10.1016/j.tsc.2017.05.006

Cited by 40 publications

(28 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In addition, this media is also equipped with practice questions, so that this learning media could be said to be interactive media. Interactive media is a medium that involves two-way communication (Hong et al, 2019;Lau & Mak, 2004;Tran et al, 2017).…”

Section: Resultsmentioning

confidence: 99%

“…In this 21 st -century, capability must be prepared in schools through the learning process, so that students can compete in the 21 st -century. Learning is a series of activities that are planned by the teacher and directed at specific learning outcomes (Tran, Ho, Mackenzie, & Le, 2017). In designing the learning process, the teacher needs to develop learning objectives, of course, must consider various dynamic elements that can influence learning.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Interactive media of respiratory system material “resysmart” based on problem-based learning

Ningsih

Miarsyah

Rusdi

2019

JPBI

View full text Add to dashboard Cite

The meaningful learning of respiratory system will be enacted by students through the utilization of problem-based learning interactive media. This study aimed to develop problem-based interactive learning media on respiratory system material. This Research and Development (R&D) was conducted based on Borg and Gall with ten stages, namely: 1) research and Information collecting, 2) planning, 3) developing, 4) preliminary field testing, 5) main product revision, 6) main field testing, 7) operational product revision, 8) operational field testing, 9) final product revision, 10) dissemination. The results of the research showed that the materials score achieved by the media developed was 90% (very good), while the media presentation score was 83% (very good); in addition, the language score gained was 99% (very good). Thus, the average score was 91 % (very good) which means that the interactive learning media developed was recognized as very good to be implemented in respiratory system learning for eleventh graders. To go further, the teachers and students gave their response to the media as high as 80% (very good) and 89% (very good) respectively. To conclude, "resysmart" interactive media is strongly recommended to be used in respiratory system learning for eleventh graders.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Interactive media of respiratory system material “resysmart” based on problem-based learning

Ningsih

Miarsyah

Rusdi

2019

JPBI

View full text Add to dashboard Cite

show abstract

“…Imaginary exercises should be applied not only in early childhood but also in the education of older children. In fact, in a study, imaginary exercises were applied in mathematics, chemistry, history and language art classes and it was found that the imagination of the children increased mostly in chemistry class (Lieu Tran et al, 2017). This shows that the imagination can be used in all classes and reveals its positive effects.…”

Section: Discussionmentioning

confidence: 98%

“…It has been shown that practices based on brainstorming exercises such as SCAMPER improve fluency (Byrge & Tang, 2015;Ulger, 2016). In a study, imaginary exercises were found to improve the children's imagination by 20%, creative thinking by 14%, and curiosity by 8% (Lieu Tran, Ho, Mackenzie, & Le, 2017).…”

Section: Discussionmentioning

confidence: 99%

Scamper: Improving Creative Imagination of Young Children

Gündoğan

2019

Creativity Studies

View full text Add to dashboard Cite

Young children are accepted to have creativity abilities. Creativity is a feature that needs to be improved. Many techniques are used to improve creativity. SCAMPER (substitute, combine, adjust, modify/magnify/minify, put to other uses, eliminate, reverse/rearrange) is one of the techniques used to improve creativity. The aim of this study is to investigate the effect of SCAMPER in improving creative imagination of 5-year-old children attending kindergarten. For this purpose, 49 children from the age group of 5 year attending a kindergarten in the Southwestern part of Turkey participated in the study. There were an experimental group and a control group in the study. SCAMPER technique was applied to the children in the experimental group. The control group continued to the normal education program. The data were collected by using Test of Creative Imagination (Child Form), which was developed by Aysun Gündoğan in 2019. At the end of the study, it was found that creative imagination levels of the children in the experimental group receiving education with SCAMPER technique increased. Differences among children receiving SCAMPER education were found in the fluency sub-dimension of creativity. The SCAMPER technique was effective in improving the creative imagination. Therefore, techniques and activities that enable the development of creative imagination should be applied to individuals from an early age.

show abstract

“…Rubinstein [9], J.P. Guilford [10]); developmental education (V.V. Davydov [11]), assessment criteria for gauging the formation of communicative competence (A. Lieu Tran et al [12], G. Brindley [13], A. Gomez Roffee [14], L. Santos et al [15], E.G. Tareva, B.V. Tarev [16]).…”

Section: Introductionmentioning

confidence: 99%

The problem of assessment of foreign communicative competence formation in a non-specialized educational organization revisited

Martynova¹,

Shashkova²,

Wlassow³

2020

P Sci Edu

View full text Add to dashboard Cite

Introduction. The problem of adequate and comprehensive assessment of the level of formation of communicative competence in a foreign language, taking into account all its constituent components, remains relevant, despite the fact that the competence-based approach has long been established in the educational process in the higher education system as the main one. In this regard, we turned to the issue of developing a matrix that combines a complex of aspects for assessing the level of English proficiency by students of non-specialized educational organizations. Materials and methods. In the course of the research, general scientific methods were used, such as analysis, synthesis, generalization, as well as methods of empirical knowledge such as a questionnaire and statistical analysis. The study involved respondents among the teaching staff, representing three educational organizations of the city of Oryol, namely Orel Law Institute of the Ministry of the Interior of Russia named after V.V. Lukyanov, Oryol State University named after I.S. Turgenev, as well as Oryol State University of Economics and Trade. The total number of teachers who took part in the questionnaire was 80 people. The second category of respondents was represented by 320 students. The target group included cadets and trainees of Orel Law Institute of the Ministry of the Interior of Russia named after V.V. Lukyanov (180 people). The control group was represented by students from civil educational organizations (140 people). The total number of respondents who took part in the questionnaire having worked with the proposed grading scale tallied 400 people. Research results. The proposed assessment scale encompasses the criteria for different types of speech activity with the attention paid to the types of tasks and the components of communicative competence. Hence the descriptors according to which the tasks are assessed are differentiated according to the receptive or productive types of speech activity and the level of subordinate competences required for performing the task. Gleaned from the opinions of the respondents, those aspects were identified that require improvement, namely Writing (37% of the respondents’ answers) and Speaking (31% of the respondents’ answers) were pinpointed as the types of speech activity requiring circumstantiation. The assessment criteria for Reading were incontestably acknowledged as feasible, which can be explained by the relative familiarity of the reading formats. As directions for improving the quality of assessment using the rating scale, respondents noted the addition of variability to the list of assessment parameters (20% of the responses), an expansion of the range of control forms (18% of responses), as well as the need to simultaneously introduce new assessment parameters and expand the range of control forms (20% of responses). Сonclusion. The results of the study are of practical value, since they offer a template for assessing the progress of students in mastering the English language, primarily taking into account the specifics of the forms of teaching English in educational institutions of the Ministry of the Interior of Russia. In the future, this study will contribute to the creation of a multi-faceted assessment system for the level of formation of communicative competence.

show abstract

Developing assessment criteria of a lesson for creativity to promote teaching for creativity

Cited by 40 publications

References 14 publications

Interactive media of respiratory system material “resysmart” based on problem-based learning

Interactive media of respiratory system material “resysmart” based on problem-based learning

Scamper: Improving Creative Imagination of Young Children

The problem of assessment of foreign communicative competence formation in a non-specialized educational organization revisited

Contact Info

Product

Resources

About