Demystifying Creativity in Student Assessments: a pathway to meaningful learning

Successfully evaluating students’ knowledge in higher education goes far beyond meeting assessment requirements. Assessing your students also means knowing your students.

Coming from an Eastern European education system that emphasizes discipline and rigidity because of its socialist past, I did really well in most of my subjects, which took me by surprise. Given that Australia has many globally ranked universities, I anticipated more difficulty. Yet during my degree, the expectations seem less demanding which may have to do with a need to accommodate and cater for every student in the classroom.

To my mind, this approach parallels customer service: providing excessive support to prevent failure. It can infantilize students making them feel, and become less, capable. Lowering the threshold for passing undermines students' ability to connect different types of information and can stunt students’ personal and academic growth. By challenging students you are not only trusting in their abilities, but also practising respect—respect for the field, the material, and the students themselves. Without being challenged, students cannot reach their full potential.

Furthermore, it is important to foster meaningful relationships between students and teachers. Education should go beyond transactional exchanges to deeper, more meaningful understandings of content and its broader connections. While higher education is rooted in neoliberal ideologies, a cultural shift is necessary to foster these meaningful relationships.

Currently, an assessment overview is provided at the start of the semester. From my conversations with peers, particularly in the social sciences, many students rush through assessments to pass, following instructions without deep engagement. This often involves reading a source and answering specific questions, leaving no room for creative inquiry. Allowing space for creative exploration in assessments can help students gain autonomy and take ownership of their learning, fostering self-reliance.

Additionally, the design of assessments throughout the semester is crucial. Linked assessments, where each builds on the previous one, are more effective. This approach enables students to reflect on what they have learned and understand the core philosophy of the subject. It is important to communicate how assessments align with the subject’s core objectives, helping students see the relevance and purpose of their studies.