TY - JOUR
T1 - Large-Scale Assessments, Personalized Learning, and Creativity
T2 - Paradoxes and Possibilities
AU - Beghetto, Ronald A.
N1 - Publisher Copyright:
© The Author(s) 2019.
PY - 2019/9
Y1 - 2019/9
N2 - Purpose: This article, based on an invited talk, aims to explore the relationship among large-scale assessments, creativity and personalized learning. Design/Approach/Methods: Starting with the working definition of large-scale assessments, creativity, and personalized learning, this article identified the paradox of combining these three components together. As a consequence, a logic mode of large-scale assessment and creativity expressions is illustrated, along with an exploration of new possibilities. Findings: Smarter design of large-scale assessments is needed. Firstly, we need to assess creative learning at the individual level, so complex tasks with high uncertainty should be presented to students. Secondly, additional process and experiential data while students are working on problems need to be captured. Thirdly, the human-artificial intelligence (AI) augmented scoring should be explored, developed, and refined. Originality/Value: This article addresses the drawbacks of current large-scale assessments and explores possibilities for combining assessment with creativity and personalized learning. A logic model illustrating variations necessary for creative learning and considerations and cautions for designing large-scale assessments are also provided.
AB - Purpose: This article, based on an invited talk, aims to explore the relationship among large-scale assessments, creativity and personalized learning. Design/Approach/Methods: Starting with the working definition of large-scale assessments, creativity, and personalized learning, this article identified the paradox of combining these three components together. As a consequence, a logic mode of large-scale assessment and creativity expressions is illustrated, along with an exploration of new possibilities. Findings: Smarter design of large-scale assessments is needed. Firstly, we need to assess creative learning at the individual level, so complex tasks with high uncertainty should be presented to students. Secondly, additional process and experiential data while students are working on problems need to be captured. Thirdly, the human-artificial intelligence (AI) augmented scoring should be explored, developed, and refined. Originality/Value: This article addresses the drawbacks of current large-scale assessments and explores possibilities for combining assessment with creativity and personalized learning. A logic model illustrating variations necessary for creative learning and considerations and cautions for designing large-scale assessments are also provided.
KW - Creative expression
KW - creative learning
KW - creativity
KW - large-scale assessments
KW - personalized learning
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U2 - 10.1177/2096531119878963
DO - 10.1177/2096531119878963
M3 - Article
AN - SCOPUS:85078410898
SN - 2096-5311
VL - 2
SP - 311
EP - 327
JO - ECNU Review of Education
JF - ECNU Review of Education
IS - 3
ER -