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Assessment of creativity: Resolving a mid-life crisis

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Abstract

Assessment of creativity is reviewed with special focus on applications to education and instruction. A variety of existing instruments are described along with general criticisms of creativity measurement. A view to the future is offered which attempts to look beyond creativity's “mid-life crisis.” In addition to continued psychometric development of cognitive and affective tests, surveys, and inventories, alternative assessment methods and models derived from modern cognitive theories of learning and memory have much to offer the field. We end our analysis with a set of guidelines for teachers and other education professionals to use to assess creative thinking skills and with several recommendations for future research and development in creativity assessment.

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  1. Lebanon, Indiana

    Damon Krug

  2. Graduate School of Education, Fordham University, 113 West 60th St., Room 1008, 10023, New York, NY

    John C. Houtz

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Houtz, J.C., Krug, D. Assessment of creativity: Resolving a mid-life crisis. Educ Psychol Rev 7, 269–300 (1995). https://doi.org/10.1007/BF02213374

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