Design of individualised evaluation interventions for students

Scientific and comprehensive assessment of students is the starting point for personalised education. However, the current educational assessment is still vague, one-sided and subjective.


  1. In the practice of personalised education, the course selection system, for example, is motivated by a utilitarian orientation, with students making their own course choices generally favouring high-earning and employable subjects rather than whether they fit their interests, abilities and values.It defeats the original purpose of educational reform.
  2. The primary function of educational assessment is still selection, focusing on selecting children suitable for education rather than creating education ideal for children. Under the summative assessment mechanism, which is oriented towards the promotion of education, educational assessment is basically reduced to the academic evaluation of students, which does not fully reflect the overall quality of students, including their personality characteristics.
  3. It is difficult to make a more comprehensive and objective assessment of students’ overall quality, and it is often unfair. It not only does not allow students to understand themselves properly but also does not help parents and incoming class teachers to understand students objectively. Therefore it is challenging to make targeted educational decisions to promote students’ personal development, and it may even cause some students to resist, thus producing adverse effects.


  1. By collecting data and linking individual-level learning data with other longitudinal data sources, new possibilities for analysis and interpretation are opened to provide students with more comprehensive and personalised educational advice that considers their subsequent graduation outcomes, career and earnings, in addition to increasing their learning gains.
  2. Using the data analysis platform to assess the overall quality of students according to four modules: “Character Development and Citizenship”, “Curriculum and Academic Achievement”, “Physical and Mental Health and Artistic Literacy”, and “Creative Spirit and Practical Skills”. The aim is to assess students’ overall quality and adapt their curricula and teaching methods to ensure that students experience growth and development in these categories.
  3. Reduce the influence of other subjective factors through data based education evaluation. From this epistemological standpoint, data are ‘raw’, impartial, detached, and can be taken at face value as reflecting the truth about the world (Gitelman and Jackson 2013). There is more objectivity in the assessment results for students.


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