창의성 교육의 성적평가방식에 따른 창의적 자기효능감 변화 연구

초록

The purpose of this study is to determine whether the grading method of creativity education provided as a university course causes change to creative self-efficacy. The subjects were 787 university students divided into 19 classes during four semesters who took the common liberal arts course Action Communication Teamwork (A.C.T.) from the first semester of 2018 to the second semester of 2019 at Seoul’s C University. Previous studies proved that participating in artistic activities in A.C.T. increases creative self-efficacy. To explore the characteristics and formation system of creative self-efficacy in more detail, two groups with different grading methods were examined: Group A was graded by Type A, a theory-based assessment method, and Group B was graded by Type B, a practice- based assessment method. Data from the pretest-posttest surveys were collected using the creative self-efficacy scale. SPSS/WIN Statistics 22.0 was used for data analysis, and an independent samples t-test was conducted to determine homogeneity between the groups. ANCOVA was conducted to determine the difference between the groups, and Cohen's was used to verify the size of the difference. The results showed that the difference in the grading method affected creative self-efficacy. The difference between the two groups existed throughout the pretest and posttest; Group B showed a smaller level of difference than Group A.

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