Journal of Educational Practice and Research

The Application of the Chinese Version of Remote Associates Tests in Creativity Research: A Review and Prospect

Pei-Zhen Chen, Ching-Lin Wu, Yu-Lin Chang, Po-Sheng Huang, Wei-Lun Lin, & Hsueh-Chih Chen*

Creativity has been one of the focuses of educational research. The Remote Associates Test (RAT) is a valid measurement to evaluate the effect of creativity training. Because of its objective scoring, short completion time required, and relatively simple question preparation, RAT has been adopted in Chinese creativity research for almost 20 years. This study integrates the literature and is divided into four parts: development and comparison of different versions, the exploration of the problem-solving process, factors related to remote association, and effectiveness of different interventions. The results show that the Chinese version of RAT was developed in three levels: radical, character, and word. Behavioral and neuroscience research indicates that the problem-solving process must be dynamic and flexible, and that manipulating internal or external influences can improve associative ability. Suggestions for teaching practices include assessing students’ creativity with the RAT, creating a safe environment, training divergent and convergent thinking, and thinking outside the box. The present study provides a comprehensive framework for the development and application of the Chinese versions of the RAT, methods to evaluate students’ creativity, and proposes a scope for future research to examine creativity theory.

Mathematical Competency Test of the Elementary Teacher Certification Examination: Knowledge Domains, Specifications, and Distribution Percentage

Pi-Jen Lin*

The study was to explore the knowledge domains and specifications for teaching mathematics measured in the Mathematics Competency Test required in the Elementary Teacher Certification Examination, and the percentage distributed in each knowledge domain and specification. An analytical framework based on literature reviewed was constructed to analyze the items from the annual Mathematical Competency Test. The results showed that 18 specifications were distributed into three knowledge domains in the framework, consisting of four, six, and eight corresponding items to assess prospective teacher’s knowledge of curriculum, knowledge of children’s cognition, and pedagogical content knowledge, respectively. This framework implicitly signified the professional knowledge required for prospective teachers who have done the internship first and then take the certification examination in elementary school. Of the three domains, there were similar amount of items dedicated to the knowledge of curriculum and students’ cognition domains, while the number of items were fewer for mathematical instruction. The items related to “selecting and sequencing students’ various solutions” and “giving follow-up feedback to students’ responses” were neglected in the Teacher Certification Examination. The specifications and domains of knowledge in the assessment framework could be used as a reference for future Teacher Certification Examinations in measuring prospective teachers who take the exam before their internship, according to the new preservice teacher educational policy. This framework can also serve as a guide for mathematics teaching methods courses required in preservice teacher program, and as a direction for prospective teachers preparing the Teacher Certification Examination.

Becoming a Teacher of CLIL in Higher Education: A Pilot Study in Asia

Jia-Ying Lee*

This study explores the developmental course of training to become a content and language integrated learning (CLIL) practitioner in higher education. Thirteen in-service teachers (five Japanese, four Taiwanese, two Chinese, one Filipino, and one Thai) wholly new to the CLIL approach received an intensive fortnight’s training in CLIL. The training, following the CLIL model, started by introducing the theory, rationale and foundations of CLIL and concluded with a mini-CLIL teaching session from each teacher. Two quantitative surveys and a qualitative semi-structured survey yielded data on the trainees’ experiences as course members. The results show that the teachers generally approved of CLIL, endorsing its effectiveness more than its efficiency. The teachers’ self-confidence in English skills and their past teaching experiences seemingly affected their belief in CLIL’s practices. Finally, the teachers revealed some challenges in implementing CLIL in general, in higher education, and in their specific culture-education contexts. The study made important contributions in the field, with its findings serving as valuable references for higher education, teacher-training programs, and interested teachers.

Using Rasch Model to Evaluate Physics Competence Tests and its Implications for Teachers’ Development of Competency-based Items

Shu-Fen Lin*, Jen-Shou Chang, Lung-Chih Wu, Chien-Chang Huang, Ling-Hsien Chao, Chen-Din Sheu, Po-Yuan Tseng, Yan-Liang Lai, & Chun-Ying Lee

Core competencies are the focus of the 12-year basic education curriculum reform. The purposes of the study were to introduce the development and validation of two physics competence tests through the cooperation of the seed teachers in the physics curriculum center, K-12 Education Administration, Ministry of Education, with a science education researcher, and to investigate strategies for developing competency items based on the analysis of multidimensional partial credit model, one of the Rasch models, and the interpretation of Wright maps. Forty-two physics competence items were selected and divided into test A and test B with a similar difficulty level. Stratified and convenience sampling was adopted. Two tests were administered to 1119 Grade 12 students from 19 public senior high schools in Taiwan. The results showed that most of the items in the two tests fit the multidimensional partial credit model, and the average of item difficulty for test A and test B were approximately 0. However, based on the Wright maps, some items were easier, and there was a lack of items with higher difficulty to assess students with higher ability. The study intends to inspire practical educators to build a national assessment framework for scientific literacy and to develop constructed-response items, items assessing the competence of evaluating and designing scientific inquiry, and items with high difficulty. The use of Wright maps may enhance teachers’ sensitivity to item difficulty and their understanding of students’ ability.