One approach to assessing creativity is to determine what one must do to be creative and then to measure the degree to which one successfully performs these activities. From a psychoeducational perspective, an assessment of creativity should provide information that is accurate and useful in facilitating creative functioning in the students being assessed. The Creativity Classification System (CCS), a taxonomy of creativity that integrates nine dimensions of creative activity, is used to categorize measures of creativity to help practitioners apply test results to a profile of creative functioning.
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Robert J. Kirschenbaum (1998) studied this question.
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