The Development of Open-Ended Questions Test to Measure Divergent Thinking Skills: The Development of Open-Ended Questions Test

Abstract

The instrument for divergent thinking skills in elementary schools has not met the effectiveness of the instrument for assessing students' divergent thinking skills. Thus, this study intends to develop an open-ended description test instrument, which is valid and has good question characteristics to measure the elementary school students’ divergent thinking skills. This study used a 4-D model defined by Thiagarajan. Data collection techniques employed test techniques, while data analysis discussed several things: define, design, develop, and disseminate. This study's findings resulted in the data that the open-ended test instrument became an effective and feasible measuring tool for assessing elementary school students’ divergent thinking skills. From the define stage, data were obtained that the teacher had problems developing the instrument and needed the right test instrument to improve divergent thinking skills. At the design stage, the open description test instrument was designed by taking into account design concepts, language concepts, and students' abilities. Furthermore, the development stage produced data that the open description test instrument effectively improved divergent thinking skills. Finally, the dissemination stage was carried out through dissemination in research partner schools.