本研究旨在藉由Treffinger (1988, 1991)提出之COCO模式作為評估創意素養的架構，參考十二年國民基本教育課程綱要特殊需求領域課程之創造力領域指標，並以質性角度匯集專家學者與教育現場教師的意見，找出可行的量化指標，並以這些指標發展評量創意素養的工具—「國小學生創意素養檢核表」教師版與學生版。本研究之研究對象、研究工具、資料分析將依據評量工具信、效度檢驗及模式適配度分析等兩階段，分別簡述如下：
在研究對象方面，共分四階段：第一階段為邀約國內創造力領域具傑出貢獻之專家訪談，並依據訪談結果，形塑「國小學生創意素養檢核量表」；第二階段則邀約北、中、南、東區110年度擔任國小資優班專任教師合計45位進行預試，並進行量表的信效度考驗。第三階段以線上問卷形式邀請台灣各區「科展得獎指導教師」、「發明展得獎指導教師」與「教學創新獎」獲獎教師，與資優班教師加總合計380人進行正式施測。最終將「國小學生創意素養檢核量表」以線上問卷方式邀請北、中、南區國小五年級學生合計1365位學生進行填答，以比較與教師作答之差異。
在研究工具方面，為研究者參考相關創造力理論與十二年國民基本教育課程綱要特殊需求領域課程創造力領域指標，並以Treffinger (1988, 1991)之COCO模式為核心編纂之（1）「國小學生創意素養檢核量表」。檢核量表共分：學生個人特質、思考歷程、創意成果與環境營造四個分測驗。另外，研究者使用（2）自編式訪談題綱，附於「國小學生創意素養檢核量表」中對填答教師進行筆談式訪查，以作為研究結果探討之參考。
在資料分析方面，研究者以二階段進行分析處理：第一階段為評量工具之信效度檢驗，研究者使用傳統測驗理論—項目分析、因素分析及信度分析，以考驗研究工具的信度與效度，作為正式問卷選題的依據。第二階段則以結構方程模式（SEM）分析創意素養檢核模式之適配度。
研究結果發現下列幾點結論：
（一）國小學生創意素養共分四個分項並內含九種元素：
個人特質—創意特質後設、生活特質、學習特質
思考歷程—思考歷程後設、思考表現
創意成果—創意表現後設、創意成果表現
環境營造—環境支持表現、環境支持影響
符合相關理論、創造力領綱且支持COCO模式的架構。
（二）以單變量變異數分析不同教育類型教師的創造力觀點與表現，得知下述結論：
就「個人特質」向度而言：
1. 男性教師較女性教師容易發現學生個人創意特質。
2. 有得獎經驗男性教師較女教師容易發現學生創意特質（但沒得獎經驗之教師則沒有差異）。
就「思考歷程」向度而言：
3. 常用創意技法教師較不用技法之教師容易得獎。
4. 有用技法的老師較能夠看出學生的創意表現。
就「環境營造」向度而言：
5. 資優班教師較其他教師容易運用技法於教學或生活之中。
基於上述結論，研究者建議未來能於此研究結果下，在教育現場實際運用本檢核工具以了解學生的創意素養表現情形，並能藉此對教師培訓與現場推動創造力課程/教學設計產生助益。

This study aims to use the COCO model (proposed by Treffinger, 1988, 1991) as a framework for assessing Creative-Competency, which refers to the Creativity Field Indicators of the 12-year Basic Education Curriculum Guidelines. The researcher brings the opinions of experts, scholars and teachers teaching in the Creativity Field from a qualitative perspective to find feasible quantitative indicators and then use these indicators to develop the "Primary School Students'' Creative-Competency Checklist" teacher and student version.
The research objects, research tools and data analysis of this study will be summarized as follows in 2 stages, namely the reliability and validity test and the model suitability analysis:
In terms of research objects, there are four stages: (1) to invite experts with outstanding contributions to the Creativity field in Taiwan to conduct interviews, and based on the results of the interviews to shape the "Primary School Students'' Creative-Competency Checklist"; (2) a total 45 primary school gifted-resource teachers were invited to conduct a pre-test for the reliability and validity of the scale; (3) those with award-winning experimental teachers and gifted-resource teachers, a total of 380 primary school teachers from various areas in Taiwan were invited to join an online questionnaire to conduct formal tests, and (4) the "Primary School Students'' Creative-Competency Checklist" was invited to fill in the answers by 1365 5th grade students from the northern, middle and southern Taiwan in the form of an online questionnaire, and willing to compare the difference with the teachers'' answer.
In terms of research tools, the researcher refers to the relevant creativity theories and the Creativity Field Indicators of the 12-year Basic Education Curriculum Guidelines and compiles
(1) the "Primary School Students'' Creative-Competency Checklist" with Treffinger''s (1988, 1991) COCO model as the core. The examination scale is divided into four sub-tests: "Students'' characteristics, "Thinking Process", "Creative Achievement", and "Environment Creation". In addition, the researcher used (2) self-compiled interview syllabus attached to the "Primary School Students'' Creative-Competency Checklist" to conduct a written interview as a reference for the discussion of research results.
In data analysis, there are two stages of analysis: (1) the reliability test of the scale: the researcher uses the traditional test theory- project analysis, factor analysis and reliability analysis to verify the scale''s reliability and validity as the basis for formal questionnaire selection. (2) Using the Structural Equation Model (SEM) to analyze the suitability of the Creative-Competency Verification Model.
The results of the study found the following conclusions:
(1) The Creative-Competency of primary school students is divided into four sub-items and contains nine elements: Personal Traits- Creativity traits, Creative-life traits and Creative-learning traits.
Thinking Process- Thinking meta and Thinking performance.
Creative Results- Results'' meta and Creative-result performances.
Environment Creation- Support performances and Effects of support performances.
(2) Based on the univariate variation, the Creativity view and performance of teachers in different educational types are analyzed, and the following conclusions are obtained:
In terms of the "Personal Characteristics",
A. Male teachers are more likely than females to discover students'' creative traits.
B. Male teachers with award-winning experiences tend to discover students'' creative traits
easier than females (but there is no difference among teachers who have no award-winning
experiences)
In terms of the "Thinking Process",
C. Teachers who frequently use creative thinking techniques are more likely to win awards than
those who do not use any.
D. Teachers who use creative thinking techniques can observe students'' creative performances
more.
In terms of the "Environment Creation",
E. Gifted-resource teachers are more likely than other teachers to use creative thinking
techniques in teaching and living.
Based on the above conclusions, the researcher suggests that in the future, this verification tool can be used in the education field to understand students'' Creative-Competency performances, and it can be helpful for teacher training and promoting teachers'' creative curriculum/instructional design quality.