Abstract
In the Korea’s educational settings, assessment has been done mainly by multiple choice question tests. It is because securing the objectivity and reliability of the tests tops the priority list. As a result, now even in elementary schools the MCQ test has become a standard method of assessment. This poses no-small problems in school education: Students’ passive attitude is systematically encouraged in schools, and creativity-fostering is systematically blocked. If passive attitude, instead of creativity, keeps being encouraged, school education may cease to have hope for the future, because creativity seems to be one of the key competences that are needed for the future society. For this presentation, a research was conducted using a delphi-type questionnaire and an interview-type discussion to 47 highly-experienced elementary English teachers. The subjects were asked to present their views about creativity and what they were doing for creativity-fostering and how the creativity fostering English education could be made feasible in the ordinary English classes. Their opinions expressed in the delphi-type questionnaire was fully elucidated by an interview-type group discussion with the researcher. On the basis of the research, it was investigated and argued why and how creativity could be fostered by school assessment in a typical EFL context.
