In the age of digital imaging, visual skills are employed online more frequently than through traditional genres and tools (Frick, 2018). Evidence-based curriculum development needs in-depth information about digital visual literacy: how children and adolescents gain and employ their visual skills for the expression and interpretation of digital messages. We can only meet the challenges of 21st century education by helping students learn how to encode and decode visual imagery. That is, to understand and translate communication made with images, to be able to express thoughts effectively through images that we create, to be able to create, interpret, and manipulate mental models of imagery (Daniels, 2018). Visual literacy is the knowledge that can underpin the development of an essential visual learning strategy (Roell, 2020) for modern education. I intend to present paper based and online assessment tasks of the visual communication creative skill cluster: Visual problem solving; Visual expression; and Symbolization (pictorial representation of concepts and actions/modality change). The activities induced by the test items involve interpretation, analysis, retrieval, and application of conceptual knowledge, and creative use of genres of visual communication (Kárpáti & Simon, 2014). Having identified the creative components of visual communication as part of the visual communication skill system, I strive to develop paper based and digital tests to their assessment. The heart of the research is the elaboration of a developmental and evaluative task system for the creative subskills of visual communication that can be used in curriculum design and evaluation. The two age groups examined are 5-6 and 7-8 Graders, the creative tasks correspond to the creative skill development focus of the curriculum. According to the European Framework of Visual Competency (Wagner & Schönau, 2016; Kárpáti & Schönau, 2019) and Hungarian Visual Literacy Framework (Kárpáti & Gaul, 2011, 2013; Pataky, 2016). The digital visual skill test integrated into the eDia platform developed by the Center for Research on Learning and Instruction at the University of Szeged will enable the online assessment of visual communication subskills in a classroom setting, taking less time than a paper based assessment. The tasks can be integrated into the art teaching curriculum, helping to identify developmental problems of visual communication creative subskills, and the identification of students with outstanding creative skills. This assessment tool will help educators to find out which subskills of their students need targeted development, as well as give them ideas on how to support youngsters on the road to more sophisticated and satisfying visual communication.