Large-Scale Assessments, Personalized Learning, and Creativity: Paradoxes and Possibilities

Research output: Contribution to journalArticlepeer-review

11 Scopus citations


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.

Original languageEnglish (US)
Pages (from-to)311-327
Number of pages17
JournalECNU Review of Education
Issue number3
StatePublished - Sep 2019
Externally publishedYes


  • Creative expression
  • creative learning
  • creativity
  • large-scale assessments
  • personalized learning

ASJC Scopus subject areas

  • Education


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