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Despite existing enthusiasm and evidence for the effectiveness of innovative forms of educating and learning, changing practices in educational systems is challenging as centuries old practices are ingrained in political and organizational structures that naturally resist change. This resistance to change is relevant to the topic of assessment within educational settings as methods for assessing student output through exams are still pre-dominant and innovative ways of assessing are rare. This chapter will focus on assessment of creativity and how it is applicable within an educational setting with an emphasis on assessing not only the student output but the creative process as a whole. The creative process is a phenomenon that every student goes through during his or hers education, whether it is identified as such or not. Significance should be attributed to efforts made by students throughout their creative processes rather than only focusing on their final output, as a creative process does not guarantee a creative output. Students and teachers alike can learn and benefit from considering the creative process, and an assessment method appropriate to fulfil the task of assessing the process will be introduced and its applicability portrayed.

In: Creativity in Educational Research and Practice