Abstract
The purpose of this study was to construct the Everyday Problem-Solving Test (EPST) for pupils. The EPST was a narrative-style test with situation-based problems; it comprised 3 situations and each situation consisted of 3 problems. The participants inc1uded 453 fifth and sixth pupils sampled from Kaohsiung City. Besides testing the reliability and validity of the EPST, this study described the pupils' overall problemsolving ability as well as their performance on the four indices which were defined based on the multiple-oriented approach of everyday problem-solving. The results of this study suggest that the EPST can distinguish the high-ability group from the low-ability group in everyday problem-solving and it has good criterion-related validity; it also has decent stability, consistency, and interrater reliability. Moreover, the findings suggest that the pupils lack the practical intelligence in integrating available information to solve problems creatively and their problem-solving ability needs to be improved.