Testing Creative Writing in Pakistan.

Intro -- Table of Contents -- List of Figures -- List of Tables -- Foreword -- Acknowledgements -- Chapter One -- Introduction -- 1.1 Objectives -- 1.2 Research Questions -- 1.3 Research Site of Data Collection -- 1.4 Summary -- Chapter Two -- Introduction -- 2.1 Concept of Creativity in Education -- 2.2 Writing -- 2.3 Purpose of Writing -- 2.4 Creative Writing -- 2.5 Creative Writing in Pakistan -- 2.6 Teaching Creative Writing in Classroom -- 2.7 Teaching of Creative Writing in Pakistan -- 2.8 Approaches to Teaching of Writing -- 2.8.1 Genre Approach -- 2.8.2 The Product Approach -- 2.8.3 The Process Approach -- 2.8.4 Process-Genre Approach -- 2.9 Feedback on Writing -- 2.10 Summary -- Chapter Three -- Introduction -- 3.1 Traditional Tests versus Performance Based Tests -- 3.2 Qualities of a Good Test -- 3.3 English Language Assessment in Pakistan -- 3.4 Negative Wash back of Board Examinations in Pakistan -- 3.5 Comparison between Board Examination and O- Level Examination -- 3.6 Conclusions and Summary -- Chapter Four -- Introduction -- 4.1 The Study Sample -- 4.2 The Study Instruments -- 4.3 Questionnaire -- 4.4 Structure of Questionnaire -- 4.5 Construction of the Questionnaire -- 4.5.1 Part 1 -- 4.5.2 Part 2 -- 4.5.3 Part 3 -- 4.5.4 Part 4 -- 4.6 Interviews -- 4.7 Focus Group Interview -- 4.8 Construction of Focus Group Interview -- 4.9 Validity and Reliability -- 4.9.1 Content-related Evidence of Validity -- 4.9.2 Criterion-related Evidence of Validity -- 4.9.3 Construct-related Evidence of Va -- 4.9.4 Test-Retest Method -- 4.9.5 Equivalent-Forms Method -- 4.9.6 Internal-Consistency Methods -- 4.10 Statistical Methodology -- 4.10.1 Significance -- 4.10.2 Degree of Freedom -- 4.10.3 Kendall's tau-b -- 4.11 Ethical Considerations -- 4.12 Summary -- Chapter Five -- Introduction -- 5.1 Findings of the Questionnaire.

5.2 Findings of the Closed Questions -- 5.2.1 What is your age? -- 5.2.2 What is your gender? -- 5.2.3 What is your teaching experience? -- 5.2.4 Do you feel yourself to be creative person? -- 5.2.5 Do you write creatively? -- 5.2.6 Do you like to teach creative writing? -- 5.2.7 Does creative writing motivate students to learn English? -- 5.2.8 Does it have an effect on the classroom strategies? -- 5.2.9 Does the Lahore Board Examination test candidates' creativity? -- 5.2.10 Are topics for creative writing taken from the textbooks? -- 5.2.11 Do students memorize essays, stories, letters and dialogues? -- 5.2.12 Do you believe Lahore Board Examination has an effect on classroom teaching and learning English language? -- 5.3 Findings of Open Questions -- 5.3.1 What in your personal opinion is creative writing? -- 5.3.2 How do you teach creative writing? -- 5.3.3 How should creative writing be assessed in the examination? -- 5.4 Focus Group Interview -- 5.4.1 Personal Definitions of Creativity -- 5.4.2 Relationship between Creativity and Creative Writing -- 5.4.3 Interest to Teach Creative Writing -- 5.4.4 Classroom Strategies used for Teaching Creative Writing -- 5.4.5 Creative Writing Motivates Learners -- 5.4.6 Publication of Creative Writing -- 5.4.7 Topics for Teaching Creative Writing -- 5.4.8 Feedback on Writing -- 5.4.9 Testing creative writing in classroom -- 5.4.10 Lahore Board Examination -- 5.5 Conclusions and Summary -- Chapter Six -- Introduction -- 6.1 What is Pakistani Teachers' Concept of Creativity? -- 6.2 How do English teachers like to develop students' creative writing in classroom? -- 6.3 How do they assess students' creative writing in classroom? -- 6.4 What are English teachers' perceptions and views about Board Examinations conducted in Pakistan to measure the pupils' creative writing potential? -- 6.5 Limitations.

6.6 Recommendations for Future Research -- 6.6.1 Revision of Curricula -- 6.6.2 Classroom Strategies to Develop Creativity -- 6.6.3 Formative Assessment of Creative Writing -- 6.7 Summary -- References -- Appendix A -- Appendix B -- Appendix C -- Appendix D -- Appendix E -- Appendix F -- Appendix G -- Appendix H -- Appendix I -- Appendix J.

This book investigates the impact of creative writing tests on classroom practice in Pakistan. All National Education Policies in Pakistan since 1959 have expressed grave concern at the deteriorating standard of Board Examinations but no significant steps have been taken to improve the examination system. The method of assessment in the Pakistani classroom is influenced by the Board Examinations, with the students memorising the essays and stories from their textbooks and reproducing them. The Board Examination tends to produce negative washback as it damages learners' creative talents. Appropriate changes in the textbooks and the external examination, however, will, in turn, definitely improve the teaching and assessment practices in the classroom.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.