Creative Writing, Positive Affect and Formative Assessment

Creativity is conceptualized as a personal and socio-cultural activity. This book aims to investigate the acquisition of creative writing competencies within a supportive, positive socio- cultural context. Specifically, this book took into account the engagement of peers and teachers, and perceptions of the student participants and their parents on learning. It focused on the learning of creative writing in the mother tongue language. It investigated the perceptions of students and their parents on supportive learning environment and teacher and peer engagement in assessing creative products. The three phases of this study were pre-intervention, intervention and post- intervention. The Consensual Assessment Technique (CAT) was employed to facilitate the validity of the evaluation of creative products. A set of criteria was identified to evaluate the essays. The criteria that were selected included evaluation on domain-specific and creativity-relevant skills.