This monograph deals specifically with the challenge of recognizing or assessing creativity. Following an introductory chapter, chapter 2 focuses on definitions and characteristics of creativity to help clarify the nature and meaning of creativity and creative thinking, and to consider the implications of those definitions for assessment. The chapter also reviews and synthesizes the literature regarding the personal characteristics associated with the construct of creativity, since these characteristics provide the foundation for assessment tools. The next chapter defines and clarifies important basic principles and terms in educational assessment and relates them specifically to the challenge of assessing creativity. It also provides a practical set of criteria for reviewing and evaluating instruments and presents basic principles to guide the wise and appropriate use of creativity assessment instruments. Chapter 4 presents a matrix to guide systematic efforts to assess creativity in students, involving four major sources of assessment data and four specific levels of present performance in relation to creativity. The final chapter explores possible implications of creativity assessment and a specific assessment plan for effective differentiated instructional planning. Appendices include a code of fair testing practices in education. (Contains 90 references.) (CR)