ASSESSMENT RUBRIC BASED ON GUILFORD’S CREATIVITY THEORY

Abstract

This study aimed to develop and validate a comprehensive assessment rubric for evaluating student teachers' creativity in developing assessment indicators derived from specific learning objectives in early childhood education. Employing a mixed methods approach with an exploratory sequential design, the research integrated qualitative and quantitative phases. The qualitative phase involved observations and document analyses, revealing a predominant focus on cognitive domains and a reliance on provided examples, indicating limited creativity. Thematic analysis identified key patterns that informed the initial rubric draft. The quantitative phase included pilot testing with ten students, feedback collection, and inter-rater reliability assessment using Cronbach's alpha, which confirmed the rubric's reliability. Detailed descriptors for each creativity dimension of fluency, flexibility, originality, and elaboration were refined through iterative feedback. The study concluded with a validated rubric that offers a robust tool for assessing creative thinking, highlighting the need for ongoing training and support to enhance its application in teacher education programs.