The aim of this paper is testing a computer game as an alternative tool for the assessment of intelligence and creativity of school children. The relevance of the research task is determined by the growing interest in practical psychology in the use of computer games as a special diagnostic tool in educational process. There are two original factor models that have been developed and the structural equation modeling of measured parameters has been carried out. The relationships between game dynamic and final individual results in the computer game, on the one hand, and psychometric intelligence and divergent creativity, on the other, are presented. Weak correlation between the above-mentioned and individually measured intellectual and creativity characteristics of the participants with the computer game results was discovered. Consideration of these characteristics in the form of a common latent factor makes it possible to identify the corresponding dependencies only in some cases when there is a dividing the sample into groups according to their ability level. Particularly, the dynamics of game scoring allows to refer participants to the target group with a certain level of abilities (high intelligence and creativity versus low intelligence and creativity), and it is the high level of psychological traits that determines effectiveness in the game behavior, but not vice versa. The qualitative ratios of the two groups of subsets of participants were revealed: weak, medium and strong players and players with three different levels of psychological abilities. The prospects for the further use of computer games for assessment of cognitive abilities in the measurement of combination of psychological abilities are discussed.