Creativity Self Assessments in Design Education: A Systematic Review

Abstract

In the context of design education, the integration of Creativity Self Assessments (CSAs) is pivotal, offering a mechanism for reflective learning that facilitates the development and evaluation of students'’ creative capabilities. Despite recognising the value of CSAs in design education, current research lacks coherence and consolidation in their application within the domain. This systematic review aims to provide a thorough analysis of the application of CSAs within the design education landscape. Through systematic search and meticulous screening, ten CSAs from nine eligible studies were identified. The review classifies these assessments into four distinct types, using the 4 P's framework: product, person, process, and press (environment), and establishes a nuanced relationship between CSAs and creative thinking skills. Furthermore, this review highlights existing research limitations and proposes potential future research directions. These directions underscore the potential necessity for the development of press-based CSAs, and advocate for the employment of CSAs in pre-post reflective learning in improving creative thinking skills, The review provides actionable insights for design educators, encouraging the adoption of CSAs to measure changes in creative thinking skills and foster a reflective learning environment.