%0 Journal Article
%T Re-Positioning Assessment for Children¡¯s Creativity and Teachers¡¯ Creativity Fostering Behaviours: A Case Study of Kindergarten Curriculum Reform Efforts
%A Christina Chi Weng Sung
%A Keang Ieng Peggy Vong
%J Creative Education
%P 1419-1437
%@ 2151-4771
%D 2021
%I Scientific Research Publishing
%R 10.4236/ce.2021.127108
%X This study explored the role of assessment to effectively facilitate curriculum reform aiming to foster children¡¯s creativity and teachers¡¯ creativity fostering behaviours (CFB). A ¡°flipped-measure¡± was introduced by deliberately positioning a mode of formative assessment in the centre of the curriculum modifications, rather than after modifications. Children¡¯s creativity was measured using the Preschoolers¡¯ Creativity Test<span style=\"font-family:Verdana;\"> and teachers¡¯ CFB was measured with the </span><span style=\"font-family:Verdana;\">Creativity Fostering Teacher Behaviour Index (CFTIndex) at three-time intervals during one academic year. Results showed that the newly-adopted child-centred curriculum and pedagogy, which was launched concurrently with a formative assessment, significantly enhanced children¡¯s creativity (</span><i style=\"font-family:\" white-space:normal;\"=\"\"><span style=\"font-family:Verdana;\">p</span></i><span style=\"font-family:Verdana;\"> &lt; .001) and teachers¡¯ CFB (</span><i style=\"font-family:\" white-space:normal;\"=\"\"><span style=\"font-family:Verdana;\">p</span></i><span style=\"font-family:Verdana;\"> = .001). The findings suggested that the mode of an assessment scheme, ¡°re-positioning¡± of formative assessment and curriculum modifications, all play important roles in leading a curriculum reform geared towards promoting children¡¯s creativity and teachers¡¯ CFB.</span>
%K Assessment in Kindergartens
%K Child-Centred Curriculum
%K Creativity
%K Creativity Fostering Behaviours
%K Curriculum Reform
%U http://www.scirp.org/journal/PaperInformation.aspx?PaperID=110325