The ultimate goal of architectural s‌tudios is creative design. To achieve this goal, evaluating creativity in architecture education is considered as one of the important pillars of education. Due to the need for evaluation, the purpose of this s‌tudy is to cons‌truct a tes‌t for measuring design creativity based on Torrance's components of creativity in architecture so that it can be used in design education. Therefore, this s‌tudy seeks to create a measurable criterion for the components of Torrance using the innovative problem-solving method of Triz to evaluate creativity. The present s‌tudy is descriptive-correlational. The research sample includes 32 architecture s‌tudents selected by the available sampling method. Tes‌t validity is confirmed through confirmatory factor analysis ((χ2 / df = 1.68), (CFI = 0.97), (GFI = 0.98), (AGFI = 0.97) and (0.08 = RMSEA)), which shows that the model fits the data. The correlation between the creativity scale in architecture and Torrance creativity and CREE is significant, indicating the scale's convergent validity. In addition, through the split-half technique and in the method of random pairs, the. coefficient of validity for the component of flexibility, originality, expansion, and the total scale is equal to 0.90, 0.80, 0.75, and 0.91, respectively. Due to the good psychometrics of this tool reported in the research, it is a valid tool that can measure the increase in creativity components in architectural design and can be used in architectural s‌tudios and educational and psychological research Manuscript profile

Despite a large body of research on creativity in architecture, the concept of creativity as a multi-faceted phenomenon in design studios is still challenging. The present study aims to analyze the related literature and systematically categorize them to provide a conceptual framework to enhance creativity in design studios. By using a qualitative researcher method along with Sandelowski and Barroso's seven-step meta-synthesis model, the researchers attempted to conduct a systematic study on the previous literature. 579 articles published between 1999 and 2020 were selected by the relevant keywords dealing with aspects of creativity and its role in design studios. Having reviewed the titles and abstracts of these articles, around 60 papers were selected for the final review. The results suggested that the conceptual elements of creativity, including person, environment, process, and product, are very significant in creativity enhancement in design studios but these factors alone cannot promote students' creativity. Therefore, other factors, such as instructional interventions in teaching creativity with the aid of creativity support tools, as well as a continuous assessment of creativity during the creative process, can be very helpful in promoting creativity. Consequently, it was found that the creativity enhancement elements in design studios can be classified into three main categories: conceptual framework, interventions, and assessment. Manuscript profile