ABSTRACT
Educators can use domain-specific assessments of creativity as part of gifted education programs to recognize and develop talent. Applying Amabile’s dynamic componential model of creativity (Amabile, 1996; Amabile & Pratt, 2016), this chapter demonstrates the power of merging (a) curriculum, (b) instruction, and (c) assessment with the intent of teaching and measuring domain-specific creative achievement. We demonstrate how domain specific creativity can be assessed and developed across the three creative arenas of person, process, and product.
