The Establishment Research Of Contemporary Chinese University Student’s Creative Thinking Test

Object This study aim to desigen the creative thinking test for contemporary Chinese college students.The purpose of this study was to provide a theoretical basis for personnel training for the college,and provide an effective measurement instrument for relevant organization to evaluation of staff creativity.Methods Contemporary Chinese college students creative thinking test preparation is divided into three steps:first step,a literature analysis to build the model of creative thinking,to determine the structure and content of the test measurements,the initial preparation of the tests of creative thinking;the second step,the initial preparation of the college students creative thinking tests,small-sample test item analysis for project selection,and ultimately the formation ofform,content and difficulty of the basic parallel A and B two sets of tests;the third step,the use of A and B,two sets of test,in Zhengzhou University, Henan College of Engineering, Henan Business College and other universities in the city of Zhengzhou Surveying, 576 valid samples for project analyzed, of which 288 copies of test A and B test 288 copies, was test-retest reliability of 44 samples, duplicate samples of 50 reliability,took the Wiliams creativity aptitude test seal and Chinese personality seven factor scale as the criterion test,and creative thinking test while test facilities.The items,reliablities,and validities were testing by different measurement methods.The gender,age, place of residence,profession,and education caused by the differences in T Personality test and variance analysis.Rusults (1)Creative thinking test materials including graphics divergence divergent purposes imagination five projects of the convergence of thinking and product transformation.A and B test sample in age,profession,and academic qualifications showed a significant difference (p<0.05).(2) A,B test,the difficulties of items among 0.31 to 0.40,the full scale of A was0.43,of B was 040;The items discriminations of A and B test were 0.30 to 0.36,every items correlate to the whole score was above 0.30.(3) Reliability analysis:The test-retest reliability of items were 0.82 to0.95 and 0.82 to 0.89,the full scale were 0.94 and 0.93;The parallel reliability of full scale was 0.82,the items ranged from 0.56 to 0.78;A and B test, The Cronbach’s a coefficient were 0.77 and 0.78, the items of A and B test ranged from 0.62 to 0.76 and 0.63 to 0.78.(4)A and B of the questionnaire items and total score correlation coefficients were between 0.71 to 0.81 and 0.70 to 0.82; There was a significant positive correlation between A and B test and Wiliams creativity aptitude test scal(p<0.01).(5)In age, profession and education variables are statistically significant differences exist(p<0.05).Conclusion (1)The difficulties were appropriate and dicriminations were good.(2)A series of reliabilities testing conformed to the measurement standards.(3)The content validities and constructvalidities were good,the empirical validity were ideal.(4)Test A and B were parallel on the whole.(5)There are differences of Students’ Creative Thinking between the sexes,college students do not differ from different live,but the men more than the women in score.There are differences of Students’ Creative Thinking among college students of different professions and differenr degree.