NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1020891
Record Type: Journal
Publication Date: 2013
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0144-3410
Designing a "Creativity and Assessment Scale" for Arts Education
Leong, Samuel; Qiu, Xue-Lan
Educational Psychology, v33 n5 spec iss p596-615 2013
Having accurate insights of teachers' conceptions of creativity and the role of assessment in arts education would inform education policy, training programmes and the measurement of learning outcomes. Yet no study has been found to examine the relationship between teachers' conceptions of creativity and their conceptions of assessment in arts education. Additionally, there is no suitable instrument found that has been designed for measuring the interactions between teachers' conceptions of creativity and their conceptions of assessment practice in arts education. The study has successfully developed and validated an instrument for use in arts education with satisfactory psychometric properties and sensitivity to respondents' gender and major area of study. It has enabled the study to obtain useful findings that illustrate the importance of studying the conceptions of creativity and assessment practices, and discussed key issues raised in four areas: conceptions held vs. practice realities; giftedness and talent in the arts; skills development and the creative environment; and creativity and assessment. These could provide important insights for pedagogy development, teacher evaluation, as well as decision and policy-making in educational reform, teacher education, professional development and research.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Grant or Contract Numbers: N/A