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

Oct 15, 2026

Explores the relationship among large-scale assessments (LSAs), creativity, and personalized learning, starting from working definitions and identifying key paradoxes that emerge when these elements are combined. Proposes a logic mode for linking LSAs with creative expressions and investigates new design opportunities. Argues for smarter LSA construction by assessing creative learning at the individual level, capturing additional process/experiential data, and developing human-AI augmented scoring.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Abstract

Purpose

Design/Approach/Methods

Findings

Originality/Value

Introduction and Framing

Wicked problem: coexisting constructs

Definitions and Assumptions

What LSAs mean in this discussion

Creativity: criteria and levels

Further Development

Logic behind LSAs to accommodate creativity and personalization

Large-Scale Assessments, Personalized Learning, and Creativity: Paradoxes and Possibilities Ronald A. Beghetto University of Connecticut ECNU Review of Education 2019, Vol. 2(3) 311–327 ª The Author(s) 2019 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531119878963](DOI: 10.1177/2096531119878963)[ ](DOI: 10.1177/2096531119878963)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe) Abstract 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. Corresponding author: Ronald A. Beghetto, Department of Educational Psychology, University of Connecticut, Storrs, CT, USA. Email: [ronald.beghetto@uconn.edu](ronald.beghetto@uconn.edu) Creative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License ([http://www.creativecommons.org/licenses/by-nc/4.0/](http://www.creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)). Keywords Creative expression, creative learning, creativity, large-scale assessments, personalized learning Date received: 15 March 2019; accepted: 5 September 2019 This is a wicked problem that we are talking about today, the idea of creativity, personalized learning, and large-scale assessments (LSAs) coexisting together. What I want to highlight are some paradoxes among these constructs and some possibilities. My background is in creativity studies. I am not a psychometrician, but I would like to take some time to explore the question of whether personalized learning and creativity can operate in the context of LSA formats. I’ll start by highlighting a few working definitions and my assumptions going into this talk. I will then highlight some of the paradoxes that result from considering these concepts together. Next, I will highlight one way to think about the logic behind LSAs and what it would need to look like to accommodate creativity and personalized learning. I will then provide a couple of examples from the Programme for International Assessment (PISA) 2012 Creative 1 Problem Solving Assessment and discuss whether it is appropriate to describe it as a measure of creative problem-solving. I will close by highlighting some possibilities and speculations about LSAs in relationship to creativity and personalized learning. Definitions and assumptions LSAs Everyone attending this talk likely has a good

FAQs

What relationship does the article examine among LSAs, creativity, and personalized learning?

It explores how large-scale assessments, creativity, and personalized learning can coexist, highlighting paradoxes that arise from combining these components and outlining possibilities for doing so.

What does the article suggest for assessing creative learning within large-scale assessments?

It recommends assessing creative learning at the individual level by presenting complex tasks with high uncertainty to students.

What additional data and scoring approaches does the article propose for better LSA design?

It calls for capturing process and experiential data while students work and for exploring, developing, and refining human-AI augmented scoring.

Oct 15, 2026

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