Just as there is a wide spectrum of definitions and contexts to the term creativity, there are just as many assessment rubrics.
I have provided three assessment rubrics from the peer-reviewed articles from this website that vary in detail and context.
The first assessment rubric is provided by The National Research Center On The Gifted And Talented (NRC/GT). In their monograph, they include four levels of present performance (Not yet evident, Emerging, Expressing, Excelling) for each of the four types of data sources (behavior/performance, self-report, rating scales, tests). To read more about the NRC/GT assessment matrix and its descriptors for creativity, click here.
The second assessment rubric is created by the EdLeader21 group. EdLeader21 is a national network of school and district leaders focused on integrating the 4Cs (critical thinking, communication, collaboration, and creativity) into education, and SAS has become a member of this group. Within their assessment rubric for creativity, EdLeader21 uses a four-level descriptor that targets six dispositions (idea generation, idea design, and refinement, openness, and courage to explore, work creatively with others, creative production, and innovation, self-regulation, and reflection). To view the high school rubric from EdLeader21, click here.
The third assessment rubric is provided by The Centre for Real-World Learning, The University of Winchester, England. This assessment rubric is organized similar to a dartboard, with five dispositions (Inquisitive, Persistent, Imaginative, Collaborative, Disciplined) each with three sub-categories to also include a rating of breadth, depth, and strength. To read more about this assessment matrix, click here.
When you look to develop or adapt an assessment plan for creativity keeps in mind the following:
Start with a specific definition of creativity that will guide you in specifying the characteristics you will see to assess.
The characteristics in your definition of creativity will influence the kinds of assessment procedures and tools you will seek, select, and use.
Use multiple sources of data to assess the relevant creativity characteristics.
Use the results of all data gathering in a flexible way since students can change and grow, so avoid labels such as "creative" or "uncreative".
Remember that the purpose of the assessment is to understand the student's needs for an appropriate and challenging educational experience.
Source: http://edleader21.com/
Source:Lucas_(2012)_Progression in creativity_Developing new forms of assessment