|Author:||Chang, Yuk-mui Gipsy|
|Title:||A study on creativity in filmmaking of film/TV diploma students : its assessment and its relation to critical thinking dispositions|
|Subject:||Hong Kong Polytechnic University -- Dissertations.|
Creation (Literary, artistic, etc.)
Motion pictures -- Production and direction.
|Department:||School of Professional Education and Executive Development|
|Pages:||viii, 153 p. : ill. (some col.) ; 30 cm.|
|Abstract:||Creativity is one of the main objectives of the Film/TV School that the researcher involves. Students' creative abilities are reflected from their finished films. Currently, the assessment of a student's film is a single grade given by assessors individually. This leads to following problems: 1) no assessment criteria mentioned; 2) no agreement among assessors of what to assess. As a result, the assessment results cannot inform students' performances on a task with a complex outcome such as a film that is composed of many different elements. Hence, the current assessment system is inadequate to facilitate students to learn and improve their creative abilities in filmmaking. Motivated by such observation, this study looks at creativity in the Film/TV School context and explores an assessment practice that may enhance students' learning in creativity in filmmaking. As a preliminary research investigation, this study also explores if there is any relationship between "Creativity" and "Critical thinking disposition", which is also an objective listed in the Film/TV School document, in the hope of finding out how these two constructs affect the creative results of students' films. In order to achieve these objectives, two research questions are investigated: RQ1. Can an assessment rubric on creative ability be developed through common consensus and how reliable will it be as an assessment tool? RQ2. Is there any correlation between Film/TV students' creative ability in filmmaking and their critical thinking dispositions? The study is conducted with 9 Film/TV teaching staff and 23 students in four phases: 1) establish consensus criteria among teachers; 2) develop an assessment rubric base on consensus criteria; 3) assess students' films against the rubric and measure the inter-rater reliability of the results; 4) conduct CCTDI test with the students and correlate its results with the assessment results. The study has established a set of criteria in assessing creativity in the filmmaking context. The rubric established from the set criteria obtained high inter-rater reliability (ICC > 0.8). This suggested that the rubric might be a possible assessment model that would improve the practice of assessing creativity. However, in answering the RQ2, no strong correlation between students' assessment results of creativity and their critical thinking disposition was found. The study has also identified several problems associated with the assessment issue and has made recommendations for further improvement as well as for further investigation.|
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