Development of Creativity Test Items for English Education in the EFL Context

The purpose of this study is to develop self-reported evaluation items of creativity appropriate for English teaching and learning in EFL contexts and to confirm the validity and reliability for the developed scale. The evaluation scale was administered to 80 teachers and 328 Korean elementary school students for the study through a pilot study. The results were analyzed using two factor analyses: Exploratory Factor Analysis (EFA) and Confirmative Factor Analysis (CFA). EFA of the 24 item scale demonstrated Cronbach’s α=.94 for internal consistency of the total items. CFA supported a six-factor structure. Cross-Validation for the retest accepted six-factors. Those six factors were as follows; Self-directed as factor 1, Problem-solving and Synthesis as factor 2, Fluency & Flexibility as factor 3, Analysis as factor 4, Applicability and Initiative/Sensitivity as factor 5, and Originality as factor 6. The Model Fit Indexes such as Comparative Fit Index(CFI), Tucker-Lewis Index(TLI), and Root Mean Square Error of Approximation(RMSEA) proved that Structural Equation Modeling(SEM) is satisfactory. The author insists that the aforementioned factors prove to be very useful for evaluating the students` creativity in English acquisition in EFL contexts. The test items can be a convenient tool of self-evaluation which was explicitly suggested to use in the 2015 Revised English National Curriculum.