Evaluate the results. It's vitally important that students have multiple opportunities to assess their own problem-solving skills and the solutions they generate from using those skills. Frequently, students are overly dependent upon teachers to evaluate their performance in the classroom. The process of self-assessment is not easy, however. It involves risk-taking, self-assurance, and a certain level of independence. But it can be effectively promoted by asking students questions such as “How do you feel about your progress so far?” “Are you satisfied with the results you obtained?” and “Why do you believe this is an appropriate response to the problem?”
Although these strategies are all consistent with the knowledge about creativity that I have reviewed above, evidence from well-designed investigations to warrant the claim that they can enhance measurable indicators of creativity in college students is only recently beginning to materialize. If creativity most often occurs in “a mental state where attention is defocused, thought is associative, and a large number of mental representations are simultaneously activated” ( Martindale, 1999 , p. 149), the question arises whether instructional strategies designed to enhance the HOCS also foster such a mental state? Do valid tests exist to show that creative problem solving can be enhanced by such instruction?