초등영어 창의ㆍ서술형 평가 문항 개발의 방향

The purpose of this paper is to suggest the direction of creativity-fostering essay-type assessment in elementary school. In order to achieve this purpose, the notion of creativity and essay-type assessment was reviewed. Creativity can be based on cognitive, affective, and psychomotor domain. Cognitive domain, the most important characteristics of creativity, includes divergent thinking, logicalㆍ analytical thinking, critical thinking, and problem solving. Creativity-fostering essay-type assessment is composed of expressing a visual material, expressing opinion, expressing instruction and command, functional writing, describing details, describing with a picture, describing details, summarizing and describing, argument, and problem solving. The achievement test papers of S elementary school were analysed based on the creativity-fostering essay-type assessment. The findings of the research indicated that the items were not appropriate in fostering learners’ creativity. Thus, in this paper, it is suggested that creativity-fostering essay-type assessment needs to be developed considering divergent thinking, logicalㆍanalytical thinking, critical thinking, and problem solving.