Relationship Between Perceived Formative Assessment Practices, Confidence, Motivation, and Creativity Competencies Development

• In Event: Exploring Feedback to Students: Research and Practice

Abstract

Foster creativity has become increasingly important in education.This study aims to explore the impact mechanism of teachers' formative assessment on the development of students' creativity competence. The study used Structural equation modeling (SEM) to investigate the potential mediating role of self-confidence in learning and intrinsic motivation based on a large-scale longitudinal tracking dataset. The results indicate that, after controlling pre-tests of creativity competence, socioeconomic status (SES), and gender, it was found that formative assessment practices have a direct and positive predictive power for creativity competence (direct effect accounts for 39.4%). Furthermore, formative assessment practices indirectly and positively predict creativity competence through the mediation of self-confidence in learning (indirect effect accounts for 10.0%) and intrinsic motivation (indirect effect accounts for 50.6%).

Authors

• Yueyang Shao, Beijing Normal University

• QIMENG LIU, Beijing Normal University

• Tianxue Cui, Dalian Maritime University