This paper reports my experience in the assessment processes used in the teaching of a module on creativity within an action research context. A wide variety of assessment modes and strategies for creativity enhancement were introduced to help students become effective learners. Many of them were reflected upon and modified in the action research process. The research indicates that assessment as a sustainable process enables students to improve their learning. The principal findings reveal that assessment could serve as an integral part of teaching and learning and that how I conducted assessment would create strong messages to students about the convictions and dispositions I held. Copyright © 2003 The Hong Kong Institute of Education.
|Journal||Asia-Pacific Journal of Teacher Education & Development|
|Publication status||Published - Sep 2003|