本研究旨在發展「想像思考測驗」。經由文獻分析得知，想像思考包含兩個核心特徵：（1）超越現實及（2）鮮明，由此發展測驗形式與計分指標。研究者先進行想像思考測驗之編製與預備性研究，以150名高中學生為預試樣本，透過獨立樣本t檢定及二因子變異數分析確認「未來背包」題項適合作為正式題本。接著，進行想像思考測驗題目的信效度檢驗。效度方面包含（1）發現234名高學生的超越現實與鮮明分數皆能夠顯著預測想像的專家共識評量，並且（2）發現31位學生的超越現實分數與「新編創造思考測驗」分數有正相關，與「批判思考量表」無相關，以及（3）發現未來想像社團學生（N=29）為效標組在超越現實上表現較佳，由上述顯示想像思考測驗的確測量到了想像思考能力的建構。至於信度分析則顯示兩指標皆具有良好的評分者間一致性與再測信度。最後討論研究結果在「想像思考定義」與「想像認知歷程」兩方面之意涵，並提出未來研究建議。
The main purpose of this study aims to construct and validate ＂Imaginative Thinking Tests＂. According to literature review, imaginative thinking comprises two essential components: beyond reality and vividness. In order to construct the formal tests, a total 150 senior high school students were selected as pretest-sample students. After data collection, the results of Independent-Sample T Test and Two-way ANOVA to showed that ＂Scale of Future Imagination Disposition＂ was considered as the appropriate formal Imaginative Thinking test. Next, some useful evidence had been gathered that contributes to criterion-related, convergent validity, discriminant validity and construct validity arguments. With regard to criterion-related validity, the result of regression analysis (＂beyond reality＂ and ＂vividness＂ were predictor variables, and scores of consensual assessment were criterion variables) was conducted to confirm the main effective components of imaginative thinking (n=234). With regard to convergent validity and discriminant validity, the results of analysis (n=31) showed revealed that the scores of ＂beyond reality＂ correlated significantly with that of the ＂New Creative Tests＂ but not significantly with that of WGCTA. With regard to construct validity, compared with control group, pupils who attending future imagination courses (n=29) had higher scores on index of beyond reality. Moreover, Cronbach's Alpha and test-retest reliability estimators demonstrated that this assessment has good stability. Finally, there are some main suggestions and recommendations from the results for future study and teachers.
