Toward a Scientific, Multi-Purpose System of Assessment for Identifying and Nurturing Creative Talent

doi:10.16382/j.cnki.1000-5560.2026.02.001

Abstract

Abstract:

The nurturing of creative talent in basic and higher education has been a burgeoning movement in China. However, there is a lack of solid theoretical foundation and methodological guidance as to how talent identification and learning process evaluation can be done. This article proposes a three-phase theoretical framework of creative talent development based on developmental science. It uses the framing concepts of “proximal processes” and “dynamic changes” for situated appraisals and decision-making. It further proposes five application scenarios (selection, diagnosis, nurturing, counseling, and self-assessment), each carrying its own objectives, foci, and methods. The main argument is that assessment and evaluation need to go hand-in-hand with educational activities so that they become an integral part of nurturing creative talent and supporting optimal development. In this spirit, with the support of AI, we look forward to a future when a self-directed learning can be enhanced with an automated assessment/guidance system, and many students can learn to develop an innovative edge and make creative contributions in their own ways.

Key words: creative talent, proximal processes, talent assessment, development stage, dynamic vs. static assessment, evaluation scenario, artificial intelligence, independent learning, technology platform for assessment

Yun Dai David, Weina Lei, Lin Zhu. Toward a Scientific, Multi-Purpose System of Assessment for Identifying and Nurturing Creative Talent[J]. Journal of East China Normal University(Educationa, 2026, 44(2): 1-31.

Figures/Tables 9

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	起步-探索（学前/小学）人格形成期	探索-入门（中学/大学）自我探索期	入门-出道（职业生涯）专业发展期
介入程度	尝试性、探索性的	积极的、深入的	专业的、自我超越的
教育活动和发展目标	活动：校内校外的各种尝试、学习、体验、观摩目标：提高素养，开阔眼界	活动：专业技能的训练，有产出活动，如创作、演出、比赛、演讲目标：掌握技术，提升效能	活动：参与一线的实践；积极与同行互动；发现问题并进行新尝试目标：成为专业共同体的重要成员
对自己的认识	了解自己的长处、兴趣；对自己的“比较优势”有自觉	确定人生方向；兴趣到志趣，内在价值与影响受众的社会价值	对自己在领域中的作用、贡献的定位日益清晰
对领域的认识	有粗浅的感性了解；理解是主题性的，不是专业性的	对领域的本质和主题、专业的期待有相当的认识，尤其和其他领域比较	对领域的重大课题、领域的进展、存在的问题有深入认识（元知识）
领域的个人意义	领域的个人意义限于有趣，时尚，有社会价值	领域的性质和个人的价值观和个人特长有高度吻合	能看到自己在领域发展中的价值；能发现领域本身的魅力和内在价值
发展的里程碑事件	在一些领域有出众的表现（可以校内、校外，如作文受到老师表扬）	竞赛得奖，入围；作品发表，成为有关的学校社团的领头人	重要发明、发现、作品重要表彰、奖项进入重点实验室，等等

发展阶段/过程	初级阶段	中级阶段	高级阶段
教育/培养活动	• 真实的学习任务 • 主题讨论 • 解决问题的表现 • 沟通和自我表达	• 学科知识的系统引入 • 项目式学习/探究式学习 • 参与真实的实践、实习 • 专业课程系列	• 深度介入专业实践活动 • 个人或合作研究项目 • 学术/专业共同体的参与 • 高层次学术和专业发展
能力的在线	• 展示出色能力和学习易度 • 展示鲜明的认知个性	• 展示实质进展和成就 • 展示独特的认知和见地	• 展示思想和技术的成熟 • 展示知识和技术前沿的独特思考和探索
兴趣的在线	• 自发、积极的态度 • 兴趣的坚持 • 兴趣的个人特点（好奇心、不惧陌生环境，社会性兴奋）	• 兴趣的个人性（选择亲和性；不是从众反应） • 兴趣的认知深度和延展性（兴趣沉淀为问题，问题激发探究意向；一个问题引向另一个的问题）	• 意义驱动工作热情 • 对问题本身的执着 • 解决问题的愉悦感
承诺的在线	• 个人与对象或任务的认同感 • 虽苦犹乐的自发性 • 为长期目标愿意牺牲当下满足	• 对学习和工作价值的认同 • 理解自己需要为此付出的努力 • 理解自己工作对社会的价值和意义	• 追求卓越成为一种使命 • 个人目的自足性 • 知性逐渐达到统一

测评场景	测评对象/标准	测评和评价方法	评价目的
选拔场景	初级阶段/早期能力和倾向中级阶段/独特认知和见地	选拔性和领域特殊性原则；群体依据“常模” 测评，推荐/自荐等筛选和个体的情境测评相结合；	建立一个和个体的年龄和经历相应，和计划培养的人才类型适配的人才池。
培养场景	初级阶段/效能的提高，个人参与意愿的增强中级阶段/里程碑成就、对某一特定领域的能力、兴趣和承诺高级阶段/里程碑成就、前沿探索，使命感	以情境性、动态性、发展性为主要原则；形成性评价：及时发现教学和学习中的问题，积极调整培养策略结果性评价：“打分标准提示”（rubric）学生在相关领域的表现是否有实质性提高	对学生的学习状况进行及时评估和提出改进意见对项目的培养效能进行监测，对项目的改进提出建议。
诊断场景	中级阶段/非常规特殊人才；高级阶段/个人定位分析	个性化原则建立基本的个人描述（individual profiling）分析优势和短板，根据教育需求制定匹配的教育方案	分析、诊断有特殊才能的创新人才，回应他们的个性化成长需求
咨询场景	中级阶段和高级阶段/ 创新人才在的各种教育中遇到的教育、社会、个人问题	学生主体原则谈话和沟通专业心理测评建立个人历史档案	明晰自我认识分析选择利弊提供情感支持助力生涯规划
自测场景	中级和高级阶段/检验个人的学习效能、进步空间、发展方向，等等	非中心化和非标准化测评原则：灵活性和个人定制自主监测学习效果 AI辅助自主评价	促进自我意识、自我评价，自主学习和发展，对独辟蹊径的创新追求提供直接支持

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