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Maplenima – formative assessment to shape student belief and practice in creative behaviour

Cultural habits of emphasizing norm-referenced tests, memorization, and recitation while neglecting alternative forms of performance can stifle student creativity due to their fear of failure and embarrassment. Past studies on the use of ICT for teaching creativity often stop short at students using ICT for their own sake in creating tangible products. This paper describes a design-based project to help students become more creative by adopting a dual-pronged approach to generate novel English Language narrative stories: (a) designing and implementing an iterative Maple Story (a massively multi-player online role playing game) gameplay-cum-machinima* production process that mirrors language process writing, (b) designing and implementing formative assessment to support the described learning process. The formative assessment process is designed to include ongoing open-ended conversations (as a source of formative feedback) with respect to students and teacher co-derived criteria. This helps to make visible students’, creative thinking process, which allows the teacher to adjust the learning design, and the students to engage in self-regulation and peer-review. Review of data sources such as recorded learning and teaching interactions and creative outcomes both in class and on a Wiki, students and teacher interview data demonstrate that such an assessment design can shape student belief and practice in creative behaviour. The next iteration of the assessment design based on these findings is also described.*Machinima is real-world filmmaking techniques applied within an interactive virtual space where characters and events can be either controlled by humans, scripts or artificial intelligence. Machinima makes for a very cost- and time-efficient way to produce films, with a large amount of creative control.

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