| Summary: | 碩士 === 國立臺灣師範大學 === 特殊教育學系 === 95 === This study examined whether cultural differences or task limits had influences upon secondary school students’ creativity performance. Also, the accessibility and the implementation of applying Amabile’s Consensus Assessment Technique (1996) on the evaluation of secondary school students’ creativity performance were examined. Forty-two students were recruited into this experiment. Half of them lived at least one year in western countries, and the rest lived in Taiwan mainly. Common-used collage and the draft-drawing were selected as the tasks for participants to perform their creativity. Six judges were using Likert scale, which contained creativeness, technique, aesthetics and innovation of the title, to quantify all of the participants’ outputs. The collected data were analyzed by mix-designed two-way ANOVA, t-test, product-moment correlation, Cronbach α and Kendall’s ω. Main findings were:
1. Consensus Assessment Technique could be a viable, efficient and economic way of assessing creativity performance while adequate tasks and appropriate judges were chosen.
(1) Secondary school art teachers and graduate students with an expertise with gifted education were proper gate keepers for judging the art products of secondary school students.
(2) Both collage and draft-drawing were good for assessing secondary students’ creativity performance.
(3) High correlations between all dimensions of the scale might reflect the divergence of modern-day tastes or be consequent on judges’ innate cultural background. In this meaning, judges with a background of Eastern culture might have the inclination of viewing things in a holistic way.
2. There were no differences existing between the creativity performances of with-limit task or without-limit task. It indicated that binding topics to task had no impact on participants’ creativity performance.
3. Creativity performances of the students with dual-culture living experiences were significantly better than those with uni-culture living experiences. Nineteen percent of the variation could be attributed to this cultural variable. When task-limit variable was taken into account, dual-culture group was more creative than uni-culture group under none task-limit situation while no difference existed at the opposite situation.
Additionally, the researcher provided several suggestions and implications for future studies and creativity education field based on the study process and the findings of this study.
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