Personalised Education: A study on the relationship between student assessment methods and student development

Institute of Education, University College London, London, United Kingdom

^* Corresponding author: sam.shen.23@ucl.ac.uk

Abstract

Although the conflict between traditional assessment methods and personalised education has gained wide attention, significant gaps remain in understanding their reconciliation, especially concerning their contribution to the students' further academic achievements. Aiming at revealing a more effective and adaptive one under the current educational setting, this paper analysed the characteristics and limitations of traditional assessment methods and compared them with the needs and potential benefits of personalised education. The analysis indicates that conventional methods, while effective in standardising and benchmarking student performance, neglect creativity and critical thinking as key developmental techniques, creating obstacles to the comprehensive development of students. On the contrary, personalised education emphasises individual learning needs and continuing feedback, fostering a more inclusive and supportive learning environment. Based on these findings, it is suggested that a diversified and dynamic assessment system should be adopted, aligning more closely with personalised education principles. Specifically, the paper recommends the utilisation of formative and differentiated assessments and the inclusion of self and peer evaluation. These strategies can improve student engagement, motivation, and overall academic success. Importantly, policy support and resource allocation are crucial for effective implementation.