Peering Through the Kaleidoscope: A Systematic Review of Creativity Assessments Within PK-12 Settings

This systematic review examined the characteristics and psychometric properties of creativity assessments for PK–12 students. Using the PRISMA framework, we identified 169 unique studies published between 2002 and 2023, which encompassed 288 assessments meeting the inclusion criteria. Four coders independently analyzed all studies using a comprehensive system that included participant demographics, facets of creativity measured, measurement approaches, and reported score reliability and validity evidence. Several areas for growth were identified. Very few studies worldwide reported race/ethnicity (10%); in the U.S. race was reported in 48% of studies. Only 9.46% of studies reported students’ gifted/talented status. Disability status was reported in just seven studies (4.14%), five of which were U.S.-based. Pre-school students were included in only 3.8% of studies. Few assessments captured the creative process (5.28%) or environmental influences (5.69%). Although usefulness is a core component of creativity, it was assessed in just seven studies (1.59%), mostly within creative problem-solving. Fewer than half the studies (40.10%) reported validity evidence. Together, this review highlighted promising developments and provides guidance for researchers and practitioners seeking to assess creativity equitably and comprehensively in educational settings.