All students are a product of their education, but what type of creative student is education producing? Despite an increasingly consensual view in curricula around the world that creativity must be integrated into education, issues regarding the reporting and assessment of creativity continue to plague education systems. These issues are further complicated by the seemingly relentless pursuit of publications in the educational creativity literature in the areas of generic creativity, such as the Alternate Uses Task and the Torrance Tests. The reality of school education around the globe is that education is taught using subjects. This chapter will focus on the integration of creative competencies into existing curricula and how these may be assessed and reported upon both formatively and summatively. Current tensions in the education landscape regarding assessment and reporting of educational products are discussed. The chapter concludes with examples of the tools of creativity in education which build a creatively productive student—examples of assessment and reporting of creative competencies integrated into existing curricula from a variety of subjects and countries.