The history of divergent-thinking tests suggests that new approaches to creativity testing are needed. Research has focused on the relation of creativity to insight, divergent problem solving, problem finding, and intelligence. A proposed situational model of creativity defines creativity as a meaningful response to open-problem, open-solution situations. The model explains relationships between different types of thinking skills and explains why creativity and intelligence are not highly correlated. Based on this model, a new test of creativity is being developed, using the blank card of the Thematic Apperception Test and blank cards in divergent-thinking measures that use pattern and line meanings. No one current measure of creativity is adequate, but combinations of intelligence tests, problem-solving tests, personality tests, and occupational interest inventories can provide multiple criteria for decisions on special program admission. Psychometric data should not be the only data on which admissions decisions are based. Peer or teacher nominations or juried evaluations of creative performances need to be considered. A 57-item reference list is included. (JDD)