【摘要】 创新思维能力是21世纪人才必备特质，也是当今世界各国学校教育追求的目标。依据新颁布的课程方案，本研究历经测评框架建构、计算机交互情境任务开发、评分（编码）规则制订、预测试等任务步骤，建立了面向我国中小学生的创新思维能力测评系统。通过对北京市10个区域51所中小学校1 781名学生进行创新思维能力测试，同时收集语文、数学和物理学科的终结性考试成绩，研究采用项目反应理论单参数Rasch模型、验证性因素分析、潜在类别分析等方法进行数据分析。结果表明：测评系统具有良好的结构效度与效标效度；题目质量较高，IRT难度和拟合指标均在可接受范围内且具有较好的区分度；可将两个年级学生划分为四个具有不同特征的潜在类别。本研究探索不仅为中小学生创新思维能力测验的开发探索了新路径，对于我国基础教育领域创新思维能力的评价与培养也具有重要实践价值。更多还原

【Abstract】 Creative Thinking(CT)has been identified as one of the most distinguishing skills in modern society and a key objective of school education in many countries worldwide. Following the newly issued curriculum plan in China, the Beijing Academy of Educational Sciences has developed an interactive scenariobased assessment for creative thinking by constructing an assessment framework, developing technologyenhanced tasks, formulating a coding brochure, and pre-testing. This assessment contains 25 items from five online science tasks, all in open-ended format with complex scoring rubrics to guide human coders. Selected students from Grade 6 and Grade 10 each completed three tasks, including one task completed by both grades for the equating purpose. A total of 844 Grade 6 students and 937 Grade 10 students from 51 schools in Beijing participated in the assessments and related surveys and reported their final examination scores for Chinese language arts, mathematics, and physics. The results indicated that: a)internal structural validity was confirmed, with the CT assessment consisting of four dimensions, including fluency, flexibility, novelty, and effectiveness. The criterion-related validity was also confirmed; b)the items were of high quality, with IRT difficulty parameters and fit indices meeting acceptability standards; c)four different latent classes were found in both graders, but the class characteristics varied between different graders. The research offers strong empirical support for developing CT assessment and cultivating CT skills in Chinese middle and primary education.更多还原