A scientific creativity test for secondary school students

Table 3. Agreement between two scorers.
Scorer Agreement
(n = 50 answer sheets)
One
0.88
Two
0.897
Three
0.913
Four
0.875
Five
0.867
Six
0.823
Seven
0.793
Table 4. Factor loadings of each item (one factor).
Component (n = 160)
One
0.836
Two
0.809
Three
0.827
Four
0.840
Five
0.685
Six
0.724
Seven
0.805

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tific creativity of secondary school students, as a domain creativity, should be
unifactor so it is reasonable for us only get one factor in the analysis. The result
suggested that the test has good construct-related validity, measuring one factor,
scientific creativity.
Another type of validity determined in this study is face validity: do the items
look like they test scientific creativity? To obtain a measure of face validity of the
creativity test, 35 science education researchers and science teachers from England
and China were asked the question, ‘which items in the test can measure scientific
creativity of secondary school students?’ The results are shown in table 5, suggest-
ing a high degree of face validity amongst science education researchers and
science teachers.
Acceptability to students
Finally, for a test to be used successfully in assessing scientific creativity of sec-
ondary school students, it should have at least some level of acceptance by the
students. To test this, 60 students tested were asked the question, ‘Which items
did you find interesting and which uninteresting in the test?’ Results are shown in
table 6, indicating a satisfactory level of acceptability by the students.
A SCIENTIFIC CREATIVITY TEST FOR STUDENTS
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