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Exploring Alternative Assessments to Support Digital storytelling for Creative Thinking in Primary School Classrooms

Exploring Alternative Assessments to Support Digital storytelling for Creative Thinking in Primary School Classrooms

Lee Yong Tay, Siew Khiaw Lim, Cher Ping Lim
Copyright: © 2011 |Pages: 17
ISBN13: 9781609605193|ISBN10: 1609605195|EISBN13: 9781609605209
DOI: 10.4018/978-1-60960-519-3.ch013
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MLA

Tay, Lee Yong, et al. "Exploring Alternative Assessments to Support Digital storytelling for Creative Thinking in Primary School Classrooms." Technology for Creativity and Innovation: Tools, Techniques and Applications, edited by Anabela Mesquita, IGI Global, 2011, pp. 268-284. https://doi.org/10.4018/978-1-60960-519-3.ch013

APA

Tay, L. Y., Lim, S. K., & Lim, C. P. (2011). Exploring Alternative Assessments to Support Digital storytelling for Creative Thinking in Primary School Classrooms. In A. Mesquita (Ed.), Technology for Creativity and Innovation: Tools, Techniques and Applications (pp. 268-284). IGI Global. https://doi.org/10.4018/978-1-60960-519-3.ch013

Chicago

Tay, Lee Yong, Siew Khiaw Lim, and Cher Ping Lim. "Exploring Alternative Assessments to Support Digital storytelling for Creative Thinking in Primary School Classrooms." In Technology for Creativity and Innovation: Tools, Techniques and Applications, edited by Anabela Mesquita, 268-284. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-60960-519-3.ch013

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Abstract

This chapter documents the use of digital storytelling as a teaching approach to facilitate the learning of creative thinking among students (aged 7 and 8) in a primary school setting. A constructive teaching approach is adopted to allow students to create their own digital stories based on an authentic experience and express their thoughts. The focus of this chapter is to show how a shift from traditional classroom assessment to more flexible, alternative assessment format facilitates higher level thought processes (e.g., creative thinking) and range of skills. Several issues and challenges of using alternative assessment in digital storytelling are explored and discussed. Findings suggest that digital storytelling may be effectively used as an approach to foster creative thinking. They also suggest that refinements to the assessment process are needed to make it more formative in nature.

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