This chapter discusses creativity assessment as a means for evaluating skills required in higher education. Creativity is assessed in the context of the creative person, process, product and press or environment. Creativity is also measured differently in various domains, which we illustrate using divergent thinking tests. A historical view of creativity assessment is addressed with a substantive approach to understanding the construct of creativity, its measurement and evaluation, and the broader implications for use in higher education settings. The authors provide a comprehensive overview of the different ways creativity is assessed and hope to inform researchers concerned about finding ways to better individualize instruction and to evaluate the effectiveness of educational programs.
