Development of scoring rubric to assess students’ creativity in engineering technology
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Date
2014-08
Authors
Husien, Maimunah
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Abstract
Creativity has become very important to the Malaysian Education System. The inclusion of creativity construct into the Standard Curriculum for Primary School (KSSR) gives the indication that the government is committed toward the inculcation of creativity among student. To achieve such target, pedagogy and assessment must be upgraded. This research is expected to support the government initiative on creativity through the development of a scoring rubric to assess the creativity of student designed product. The scoring rubric was constructed based on the design education framework prone toward the enhancement of creativity among the targeted student. Prior to the development of a scoring rubric, performance tasks were also constructed. The design from which the scoring rubric was tested upon was created by the student based on the tasks. The modest result of the pilot study had led the rubric into the refinement process. The aim of the refinement process was to solve the redundancy and irrelevancy of the indicators as commented by the raters from the pilot study. Additionally, the refinement on the rubric should help teachers determine better the performance level of the designs. The refinement process involved three activities namely the interview with the expert panel, the content analysis on the marking sheet of the expert rating, and the group interview with two expert teachers. The objectives of the refinement process were to improve the definition of each indicator and to search for quality descriptions and examples for every indicator to be included into the scoring manual prepared for the study. A second pilot study was
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conducted and showed positive result. The field study was then carried out with 10 teachers. The raters were given three hours training prior to doing the rating. The data were analyzed for factor structure, internal consistency and reliability. The result of the exploratory factor analysis indicated a four-factor model. Although slightly different from the theoretical model underpinning its construction, structural fidelity of the rubric is still intact. The alpha value is high with three factors achieving 0.9. Novelty factor though having alpha value of 0.84 is still acceptable. The interrater reliability of the total score is at acceptable level of 0.71. The framework for the validity study of this rubric is in accordance to the validation framework of a theory driven test construction. The validity evidences were collected on the process and the empirical data morf the important phases of the study.
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Scoring Rubric