ABSTRACT
Compared with numerous other topics relating to ‘creative learning’, research on the assessment of creative learning is still in its infancy. One reason is that the concept of ‘creative learning’, lacking firm definition and development in theory, remains elusive. Another reason is that, globally, in both dominant and emerging educational discourses, public policies that mandate performance criteria, tests, targets and tables of achievement often conflict with creativity policies in education rather than co-existing with them (Burnard and White, 2008).
