This study compared the creative outcomes in student work resulting from two pedagogical approaches to creative problem solving activities. A secondary goal was to validate the Consensual Assessment Technique (CAT) as a means of assessing creativity. Linear models for problem solving and design processes serve as the current paradigm in classroom practice. However, the need for alternative pedagogies has been identified in the research literature, as has the need for nurturing creativity and innovation. The choice-based approach, a method practiced in the field of visual art education, offers potential for transferability to the field of technology education. Six groups of students in sixth through eighth grade visual arts classes were taught an instructional unit on game art and design, a topic applicable to both art and technology curricula. Either the choice-based approach, borrowed from art education, or the DEAL method (Define/Explore/Anticipate/Look back), currently part of the North Carolina K-12 curriculum for Technology Education), was used to guide the unit of study. Following either of these methods, students completed the problem-solving task using a variety of fabrication materials and techniques including video game design software. The unit culminated in a class gaming session, presentation and critique during which students completed self- and peer-product evaluations. The consensual assessment technique was then employed using seven adult raters to compare outcomes of student work resulting from the contrasting pedagogies. Creativity, technical strength and aesthetic appeal were the three major dimensions measured on the consensual assessment form. Nine additional items were measured. Comparisons of means determined no significant difference in creativity scores between the choice-based and DEAL groups. Factor analysis suggested the existence of a creativity cluster comprising creativity and the three associated items, novel idea, novel use of materials, and complexity. Inter-rater reliability was high for all 12 items measured. The results of this research are consistent with those of earlier studies in determining that creativity can reliably be assessed in classroom problem-solving activities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]