The current study aims to compare the use of classical assessment with dynamic assessment in measuring creative abilities among academically Superior Students. Sample, 80 students in the eighth grade of the academic excellence, divided into two experimental and control groups. The equivalence of the two groups in intelligence was verified using the Ravin matrix as well as in the previous academic achievement and creative thinking. The first group (control group) 40 students uses of the classical assessment in the science and math and the other (experimental group) 40 students uses the dynamic assessment, The quasi-experimental approach was used, using the T test and innovative thinking Scale Prepared by Abdul Salam Abdul Ghaffar. Results were, There are statistically significant differences between pre and post measurements in the creative abilities (originality, flexibility and fluency) of the experimental group in favor of post measurement and There are statistically significant differences between experimental and control groups in the post measurement of creative abilities (originality, flexibility and fluency) in favor of experimental group. The researcher recommended using dynamic assessment when teaching in the education stages and training teachers to use it.