Investigating the practice of assessment in augmenting creativity: a postgraduate perspective / Jacqueline Susan Anak Rijeng

The advent of creativity in the Malaysian institutes of higher education has brought significant changes to the role of assessment in higher education today. The impetus leads to major transformations especially in implementing suitable assessment approaches in the curriculum. With this in mind, a s...

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Main Author:	Rijeng, Jacqueline Susan
Format:	Thesis
Language:	English
Published:	2011
Subjects:	Cognitive learning Thinking skills Critical thinking Graduate students
Online Access:	https://ir.uitm.edu.my/id/eprint/15440/1/TM_JACQUELINE%20SUSAN%20ANAK%20RIJENG%20ED%2011_5.pdf
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id	my-uitm-ir.15440
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spelling	my-uitm-ir.154402022-04-06T04:59:43Z Investigating the practice of assessment in augmenting creativity: a postgraduate perspective / Jacqueline Susan Anak Rijeng 2011-12 Rijeng, Jacqueline Susan Cognitive learning. Thinking skills. Critical thinking Graduate students The advent of creativity in the Malaysian institutes of higher education has brought significant changes to the role of assessment in higher education today. The impetus leads to major transformations especially in implementing suitable assessment approaches in the curriculum. With this in mind, a study was conducted to explore postgraduate students’ perceptions of assessment and its influence on students’ creativity. The conceptual framework for the present study was built based on the integration of convergent and divergent thinking (Guilford, 1950) as well as the Bloom’s taxonomy (1956) that underpins the assessment approaches towards cultivating creativity. A mixed method research design was used to carry out the research which includes questionnaire surveys, interviews and document analysis. Participants involved a group of final year full-time postgraduate students (n=40) from three different programmes in the Faculty of Education, Universiti Teknologi MARA (UiTM), Shah Alam. Findings revealed that students generally have a positive attitude towards assessment as an integral aspect in the classroom. Students’ perception was indicated the highest when it comes to the transparency of assessment (M = 4.114, SD = 0.648). However, students reported that they lack the flexibility when dealing with the preferred assessment. Interestingly, oral presentation is perceived to be one of the best assessment methods that could enhance creative ability, suggesting various ways that presentations could be carried out creatively. Finally, the analysis of documents involving the course information and grading matrix also confirmed the emphasis given to creativity in the existing curriculum. The implications of the study include the need for curriculum development which takes into account some of the best practices across different programmes to be implemented in postgraduate education as well as giving more emphasis on self-assessment and alternative assessment. Also, curriculum negotiation is another important practice that should be considered by the faculty. It is therefore recommended that existing courses be re-evaluated by including more variation to assessment tasks as well as showing appreciation for creative expression given by students. This study could benefit instructional leaders, adult learners and policy makers in deciding the potentials of classroom assessment towards developing creativity in higher education. 2011-12 Thesis https://ir.uitm.edu.my/id/eprint/15440/ https://ir.uitm.edu.my/id/eprint/15440/1/TM_JACQUELINE%20SUSAN%20ANAK%20RIJENG%20ED%2011_5.pdf text en public mphil masters Universiti Teknologi MARA Faculty of Education Abdul Majid, Faizah (Assoc. Prof. Dr.)
institution	Universiti Teknologi MARA
collection	UiTM Institutional Repository
language	English
advisor	Abdul Majid, Faizah (Assoc. Prof. Dr.)
topic	Cognitive learning Thinking skills Critical thinking Graduate students
spellingShingle	Cognitive learning Thinking skills Critical thinking Graduate students Rijeng, Jacqueline Susan Investigating the practice of assessment in augmenting creativity: a postgraduate perspective / Jacqueline Susan Anak Rijeng
description	The advent of creativity in the Malaysian institutes of higher education has brought significant changes to the role of assessment in higher education today. The impetus leads to major transformations especially in implementing suitable assessment approaches in the curriculum. With this in mind, a study was conducted to explore postgraduate students’ perceptions of assessment and its influence on students’ creativity. The conceptual framework for the present study was built based on the integration of convergent and divergent thinking (Guilford, 1950) as well as the Bloom’s taxonomy (1956) that underpins the assessment approaches towards cultivating creativity. A mixed method research design was used to carry out the research which includes questionnaire surveys, interviews and document analysis. Participants involved a group of final year full-time postgraduate students (n=40) from three different programmes in the Faculty of Education, Universiti Teknologi MARA (UiTM), Shah Alam. Findings revealed that students generally have a positive attitude towards assessment as an integral aspect in the classroom. Students’ perception was indicated the highest when it comes to the transparency of assessment (M = 4.114, SD = 0.648). However, students reported that they lack the flexibility when dealing with the preferred assessment. Interestingly, oral presentation is perceived to be one of the best assessment methods that could enhance creative ability, suggesting various ways that presentations could be carried out creatively. Finally, the analysis of documents involving the course information and grading matrix also confirmed the emphasis given to creativity in the existing curriculum. The implications of the study include the need for curriculum development which takes into account some of the best practices across different programmes to be implemented in postgraduate education as well as giving more emphasis on self-assessment and alternative assessment. Also, curriculum negotiation is another important practice that should be considered by the faculty. It is therefore recommended that existing courses be re-evaluated by including more variation to assessment tasks as well as showing appreciation for creative expression given by students. This study could benefit instructional leaders, adult learners and policy makers in deciding the potentials of classroom assessment towards developing creativity in higher education.
format	Thesis
qualification_name	Master of Philosophy (M.Phil.)
qualification_level	Master's degree
author	Rijeng, Jacqueline Susan
author_facet	Rijeng, Jacqueline Susan
author_sort	Rijeng, Jacqueline Susan
title	Investigating the practice of assessment in augmenting creativity: a postgraduate perspective / Jacqueline Susan Anak Rijeng
title_short	Investigating the practice of assessment in augmenting creativity: a postgraduate perspective / Jacqueline Susan Anak Rijeng
title_full	Investigating the practice of assessment in augmenting creativity: a postgraduate perspective / Jacqueline Susan Anak Rijeng
title_fullStr	Investigating the practice of assessment in augmenting creativity: a postgraduate perspective / Jacqueline Susan Anak Rijeng
title_full_unstemmed	Investigating the practice of assessment in augmenting creativity: a postgraduate perspective / Jacqueline Susan Anak Rijeng
title_sort	investigating the practice of assessment in augmenting creativity: a postgraduate perspective / jacqueline susan anak rijeng
granting_institution	Universiti Teknologi MARA
granting_department	Faculty of Education
publishDate	2011
url	https://ir.uitm.edu.my/id/eprint/15440/1/TM_JACQUELINE%20SUSAN%20ANAK%20RIJENG%20ED%2011_5.pdf
_version_	1783733397844131840

Investigating the practice of assessment in augmenting creativity: a postgraduate perspective / Jacqueline Susan Anak Rijeng

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