一句话：提出并实践了面向软件工程课程的发散思维、创造性问题求解期末考试设计，兼顾知识评估与考试诚信。
该经验报告研究如何用创造性问题求解评估学生应用知识的能力，并用发散思维保证每位学生的试卷独特。作者在两门高年级软件工程课程中开展案例研究，这些课程在三个学期内共开设六次。考试设计包含内置的发散属性，即某些元素或决策会引导学生得到多个合理答案，从而使试卷具有个体差异。基于实践经验，作者发现这类考试不仅能很好地评估学生知识，还能在无监督场景下保障考试过程的诚信。该策略最初在疫情期间全面在线教学时形成，但作者认为其优于传统考试，目前也已用于线下课程。论文提供了足够信息，便于读者在自己的课程中改编该方法。
This experience report paper reports on case studies of final exams that used creative problem solving to assess students’ ability to apply the material, and divergent thinking to ensure that each student’s exam was unique. We report on two senior-level software engineering courses, taught a total of six times across three semesters. The paper gives enough information for readers to adapt this method in their own courses. Our exams include built-in divergence properties, which are elements or decisions that lead students to more than one good answer. Based on our experience, divergent thinking, creative problem solving exams not only provide excellent assessments of student knowledge, but ensure the integrity of the exam process, even when students work without supervision. We developed this strategy during the pandemic when all courses were online, but find them to be better than our traditional exams and are now using this strategy for in-person courses.