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http://dx.doi.org/10.9722/JGTE.2016.26.4.677

Consistency in Assessment of Creative Products in Terms of Evaluators' Knowledge of Creativity Assessment Criteria and the Type of Assessment Tools  

Lee, Su Jin (Wolyoung Elementary School)
Choe, Ho Seong (Kyungnam University)
Park, Kyung Hee (Kyungnam University)
Publication Information
Journal of Gifted/Talented Education / v.26, no.4, 2016 , pp. 677-697 More about this Journal
Abstract
This study analyzed the difference in evaluation results in evaluating identical products by applying two different types of evaluating scales, Creative Product Analysis Matrix (CPAM) and Creative Product Semantic Scale (CPSS) by O'Quin and Bessember (1989). As a result, evaluation based on explicit knowledge scored lower than evaluation based on implicit knowledge, implying that the evaluation becomes stricter. When evaluated with CPSS, which as relatively more segmentalized grading criteria, all sub-dimensions of creativity showed low scores, and it show that when evaluator's first impression or personal evaluation standard on the products is firm, they may not be evaluated by the evaluation tools. Gifted education teachers were giving similar evaluations as experts in creative product evaluation, and understanding the product evaluation tool fully in advance before teaching or evaluating products may lead to the generation of newer, more useful and appropriate, and highly creative product with high solvability.
Keywords
Consistency in Assessment; Evaluators' Knowledge; Creativity Assessment Criteria; Type of Assessment Tools; CPAM; CPSS;
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Times Cited By KSCI : 2  (Citation Analysis)
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