Chapter 5 includes assessments of creative processes with the Torrance tests of creative thinking, the Reisman Diagnostic Creativity Assessment (RDCA), Amabile’s componential model, and many others that reflect assessments representing standardized, self-reports, rating scales and products. Also included are the advantages and disadvantages of self-reports, generic influences on learning, and six appendices: Appendix 5A defines the generic influences on learning, Appendix 5B includes additional generic influences on learning, Appendix 5C sets out observations of generic influences on learning and gives tips for teachers, Appendix 5D presents RDCA creativity characteristics integrated with generic influences on learning, Appendix 5E provides the RDCA scoring interpretation, and Appendix 5F is a glossary.

This chapter explores little-c, or everyday creativity, by providing an overview of the creative process. First, Graham Wallas’s initial model, which features the concepts of incubation and insight, is discussed. Then J. P. Guilford’s creative problem-solving model and subsequent additions and revisions are highlighted. I talk about the importance of problem finding before proceeding to the well-known concepts of divergent and convergent thinking. I proceed to discuss Paul Torrance and the Torrance Tests of Creative Thinking, along with other divergent thinking measures. I finish up with a quick mention of associational thinking and the Remote Associates Test.