다양한 말하기 과업에서의 창의성 평가: 예비영어교원의 관점에서

초록

This study was designed to explore pre-service teachers' perceptions and scoring allocations for creativity assessment across various speaking tasks. To conduct the study, 30 pre-service English teachers developed assessment rubrics for English storytelling, English drama performances, and job interview scenarios, with a focus on including creativity as an evaluation criterion for each task. Subsequently, seven pre-service English teachers voluntarily participated in interviews, providing detailed insights into how they perceive creativity assessment. The findings revealed that the participants defined creativity assessment based on the specific characteristics of each task. Moreover, they allocated the highest scores for creativity in the assessments of English storytelling and English drama performances, while also recognizing the importance of accuracy in language use as a significant evaluation criterion. In response to the third research question exploring pre-service teachers' perceptions of creativity assessment, interview participants expressed difficulties with assessing creativity, citing unfamiliarity with the concept and a lack of objectivity in the evaluation criteria as the main challenges. This study concludes with the implication that it is necessary to actively introduce the rater training program in which pre-service teachers conduct creativity assessment.

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