Assessment Of Students’ Creative Texts In A Foreign Language: Methodological Issues

Abstract

Assessment of creative texts in a foreign language presents a methodological challenge as creativity is difficult to measure, which is further complicated by absence of a common set of assessment criteria for creative works. However, creative texts, as any outcome of learning activity, require assessing. Accordingly, the author developed an assessment method for creative texts in a foreign language basing on three principles: a multi-criteria approach to measuring the quality of creative works; assessment objectivity and absence of unconstructive criticism; focus on formative assessment. The major goal of formative assessment lies in forming self-evaluation and self-reflection skills. The study outlines four types of assessment: self-assessment; mutual assessment in pairs or small groups (3-4 students); reviewing; “writers’ conference”. The necessary conditions for method implementation are detailed. The most essential condition presupposes that a teacher should contribute to students’ awareness of a creative text being individual and subjective. A survey was conducted among 3rd and 4th year students majoring in Linguistics at the Department for the Humanities at Novosibirsk State Technical University in order to reveal students’ attitude towards assessing creative texts and identify optimal assessment forms. The survey has shown that all respondents have a negative attitude to assessing creative texts using a 5-mark grading scale. The majority of respondents (70%) highlighted comments as the best assessment tool; the remaining 30% preferred a combination of comments and points which are scored according to certain criteria. Further interview revealed that the majority of students consider assessment of creative works indispensable.