Widely used measures of creativity are reviewed and classified into ten categories: tests of divergent thinking; attitude and interest inventories; personality inventories; biographical inventories; teacher nominations; peer nominations; supervisor ratings; judgments of products; nomination of eminent persons; and self-reported creative activities and achievement. Judgments by peers, supervisors, or teachers are hampered by low interjudge reliability, halo effects, and low discriminant validity. The latter problem is due to an inability to distinguish creativity from other constructs such as intelligence or achievement; or the inability to discriminate among dimensions of creativity, such as fluency, flexibility and inventiveness. Tests and inventories are best described as correlates of real life creative behavior; they explain something about the behavior, but are not acceptable for selection. The most serious measurement problem is a lack of convergent validity among all these methods--correlations between methods are low. A simple and straightforward inventory of creative achievement appears to be the best measure because it is direct, observable, and validated in research as the best predictor of future creative behavior. (Author/CP)