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Current conceptualizations of creative thinking focus primarily on the measurement of creative thinking for the purpose of identifying creative thinking proficiency. We propose a conceptualization that includes a framework and assessments that focus on the measurement and learning of creative thinking and innovation skills. Our conceptualization involves an understanding that innovation is a critical application of creative thinking and that the process of creative thinking that leads to innovation can be performed intentionally and explicitly. In this paper, we put forth a process model for creative thinking and innovation that focuses on an expanded set of cognitive and social skills and processes that facilitate the navigation of the spectrum of conventionality. The process model includes the conventional thinking skill, which serves as not only a foundational skill for understanding and navigating the spectrum of conventionality, but also facilitates the reliable measurement of creative thinking and innovation by supporting the generation of a response pool that represents the full spectrum of conventionality for use in scoring. We explore the advantages of this model and how it addresses some of the challenges presented by current creative thinking conceptualizations and assessments. Finally, we explore the implications of implementing this process model for education.

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