Educating For Creativity in Narrative Writing: Constructing a Framework For Assessment and Feedback

创造力在教育中的重要性，对于经济，社会和个人利益，已经一再强调。例如，有人认为学校应该培养学生独特的创造性思维和行动能力;然而，目前的国家英语课程在其学习计划中没有提到“创造性”或“创造力”。语言本质上是生成性和创造性的：即使是很小的孩子也可以形成新的句子和新的含义，成功的写作需要与思想，想象力和观众的创造性接触。然而，虽然有广泛的专业认可的创意写作的想法，我们从来没有在确定什么是“好”的创意写作，从而提供有效的形成反馈的信心。研究表明，教师既重视创造性写作，又将其边缘化，这往往是因为教师对如何评价创造性写作缺乏信心。相反，教师与创造性写作的关系是矛盾的，他们认为创造性写作既有很高的价值，又很难评估，而且往往与教师无法控制的浪漫灵感概念联系在一起;没有对创造性写作提供建设性评价反馈的传统。然而，对创造力的理论见解提醒我们，创造力不仅仅是一个“放手”的问题;相反，创造性的努力也依赖于知识，对材料的控制和对思想的掌握。在创造性写作的背景下，除非我们清楚什么知识，什么控制，以及什么样的想法构成成功，否则很难想象儿童在写作中的创造力会向前发展。有鉴于此，本研究旨在填补这一空白的研究，建立什么是由不同的利益相关者在创意写作的价值，并确定如何创新的形成性评估的做法可能有助于分享这种理解与儿童作为作家。本研究需要建立对创造力和创造性写作的态度;教师、作家和大学讲师在创造性写作中重视什么;以及如何提高创造性写作的形成性反馈。本研究提出了对什么构成“好的”创造性写作的不同观点进行调查，并制定了一个框架，以支持教师提供有效的创造性写作的形成性反馈。国家创意写作慈善机构Arvon将作为项目合作伙伴。他们有相当大的兴趣支持教师和儿童作为作家，并运行作家的住所。他们已经与埃克塞特的写作研究中心合作。最近的一个共享项目，教师作为作家，表明教师在给予和接受写作反馈方面信心不足。这项博士研究的结果将告知他们如何为与学校教师和学生合作的专业作家提供建议。Arvon将促进与专业作家的联系，允许访问作家驻地以观察反馈，并支持学校部门以外的传播和参与。这项研究的意义在于它有可能改变教学和评估创意写作的专业思维和实践，并通过这种方式改变学生的教育成果。

The importance of creativity in education, for economic, social and personal benefit, has been repeatedly emphasised. For example, it has been argued that schools should develop students' unique capacities for creative thought and action; yet the current National Curriculum for English makes no reference to being 'creative' or to 'creativity' in its Programmes of Study. Language is intrinsically generative and creative: even very young children can form new sentences and new meanings, and successful writing demands creative engagement with ideas, imagination and audiences. However, although there is widespread professional approval of the idea of creative writing, we have never been confident in determining what 'good' creative writing is and thus how to provide effective formative feedback. Research has shown that creative writing is simultaneously valued and marginalised by teachers, often stemming from a lack of confidence in how to evaluate it. Instead, teachers have a paradoxical relationship with creative writing, seeing it as both high value and hard to assess, and it is often linked to romantic notions of inspiration over which a teacher has little control; there is no tradition of providing constructive evaluative feedback to creative writing. Yet theoretical insights into creativity remind us that creativity is not simply a matter of 'letting go'; rather, creative endeavour also relies on knowledge, control of materials and command of ideas. In the context of creative writing, unless we are clear what knowledge, what control, and what command of ideas constitute success, it is hard to conceive of children's creativity in writing moving forward. In the light of this, this study seeks to fill this gap in the research by establishing understanding of what is valued in creative writing by different stakeholders and determining how innovative formative assessment practices might help share that understanding with children as writers. The study necessitates establishing attitudes toward creativity and creative writing; what is valued in creative writing by teachers, writers, and university lecturers; and how formative feedback for creative writing can be improved.This study proposes to investigate different perspectives on what constitutes 'good' creative writing and to develop a framework to support teachers in providing effective formative feedback on creative writing. Arvon, a national creative writing charity, will work as a project partner. They have considerable interest in supporting both teachers and children as writers, and run writers' residentials. They are already working with the Centre for Research in Writing at Exeter. A recent shared project, Teachers as Writers, indicated teachers' lesser confidence in giving and receiving feedback on writing. The findings of this PhD research will inform how they develop their advice to professional writers working with teachers and students in school. Arvon will facilitate links to professional writers, allow access to writer residentials to observe feedback, and support dissemination and engagement beyond the school sector. The study's significance rests in its potential to transform professional thinking and practice in teaching and assessing creative writing, and through this to alter students' educational outcomes.