Abstract
Through a knowledge building reading of Romance of the Three Kingdoms, team creativity was fostered in a primary school class of 37 students. Four instructional iterations were conducted: real problem proposal with scaffolds, theme reading and deep inquiry, script writing and creative drama rehearsal, and theory building. Consensus assessment technology (CAT) was used to quantify 52 conceptual artifacts. To address subjectivity and a significant workload, a system for analyzing team creativity was developed on the basis of a scoring criterion and multi-attribute group decision-making by using two rounds of TOPSIS. The technique proved to be effective following its comparison with social network analysis. In addition, the results suggest that students’ team creativity increased in the knowledge building community.
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