Question: Does the Assessment of Formative Assignments in HE Kill Students’ Creativity?

Expert answer

One of the main goals of education is to foster creativity in students. However, it has been argued that the assessment practices used in higher education are having the opposite effect and are instead stifling creativity. This is because the assessment criteria used tend to emphasize conformity and standardization rather than originality and innovation.

It is important to note that not all forms of assessment are equally damaging to creativity. For example, summative assessments (which are typically used at the end of a course or unit) are more likely to discourage creativity than formative assessments (which are used throughout the learning process). This is because summative assessments tend to focus on whether students have mastered a specific body of knowledge, while formative assessments are more concerned with whether students have understood the material and are able to apply it in new and creative ways.

There is evidence to suggest that the use of formative assessment can actually promote creativity in students. For example, one study found that when students were given regular feedback on their work, they were more likely to come up with original ideas than when they were not given feedback.

It is clear, then, that the way in which assessments are designed and used can have a significant impact on students’ creativity. To encourage creativity in students, it is important to use assessment practices that focus on encouraging originality and innovation.

Do you agree that the assessment practices used in higher education can kill students’ creativity? Why or why not? What do you think are some ways to assess students’ work that would encourage creativity instead of stifling it? Share your thoughts in the comments section below.