Assessment of creativity is reviewed with special focus on application
s to education and instruction. A variety of existing instruments are
described along with general criticisms of creativity measurement. A v
iew to the future is offered which attempts to look beyond creativity'
s ''mid-life crisis.'' In addition to continued psychometric developme
nt of cognitive and affective tests, surveys, and inventories, alterna
tive assessment methods and models derived from modem cognitive theori
es of learning and memory have much to offer the field. We end our ana
lysis with a set of guidelines for teachers and other education profes
sionals to use to assess creative thinking skills and with several rec
ommendations for future research and development in creativity assessm
ent.