ABSTRACT
This research disputes the opinions on the negative effect caused by the evaluation and the Creative performance, which is generally discussed in Creativity research.
That is, to guide people to expect the evaluation in positive ways such ...
ABSTRACT
This research disputes the opinions on the negative effect caused by the evaluation and the Creative performance, which is generally discussed in Creativity research.
That is, to guide people to expect the evaluation in positive ways such as formative and informational, and not just controlling.
This research classifies four assessment expected types. Then relationshipsbetween each assessment expected type and creative problem solving was analyzed and reviewed. In order to achieve this, four conditions were established for the assessment expected type: Developmental self-assessment, developmental assessment for others, general assessment, and no assessment. After the analysis, a variety of creative problem solving assignments with different characteristics were carried out, which means of the results were compared. The tests applied in order to measure creative assignment performance ability are: creative product test (invent assignment) to reflect creative ability in real life; creative product (art assignment), divergent thinking ability test and creative personality test, and disposition test. The test results were assessed by the experts in each area to evaluate performance results of the creative products.
When the mean value of the creative performance results per each four assessment type was compared, the case group that was expected to have no-assessment or norm-referenced evaluation showed lower scores in creative performance than the group expected to have developmental assessment (self/professional). One-way ANOVA was carried out to validate the statistic reliability of the resulted average scores of each group. As a result, divergent thinking (originality level), invention (practicality level), art (originality, craftsmanship), tendency(interests), and invention knowledge levels differed significantly. As a result of Scheffe test, developmental assessment expected group, that is, self-assessment and professional assessment expected group’s score was higher than the no-assessment group, in case of divergent thinking (originality).
This research also investigated not only the knowledge of assignment in individual creative problem-solving assignment performance, but also the roles of the variable factors like affective characteristics such as creative personality, tendency, and motive. Lisrel’s analysis was applied to investigate the complex characteristics of the variable factors which affects in creative performance. As a result, variable factors such as assessment expected type and creative activity & experience proved to have direct influence in creative performance (invention). Although variable factors such as individual creative personality and tendency have important influence on creative efficacy, they did not appear to have direct effect on creative performance assessment. In case of creative performance (art), divergent thinking ability, art experience and knowledge had a great influence. Although creative personality and tendency have an influence on creative efficacy in individuals, they did not have direct effect on creative product.
This research emphasizes the importance of role of developmental evaluation system and change of recognition in school, and investigates the environmental conditions and situational elements which may maximize the students’ creative abilities in the hope that it may be of use in improving schools’ climate to support creativity.