The purpose of this study is to develop and validate a diagnostic scale in the form of a written test from which creative and critical thinking (two key competencies at university) can be objectively measured.The research method consisted of 40 questions, modified and supplemented to suit the undergraduate students of I University, from the TOCT questionnaire. This survey had been verified for its validity by education professionals. It was used in a preliminary test in January 2021, and narrowed down to 20 questions. Furthermore, in October 2021 the official test was conducted on 93 students enrolled in the ‘Logical Thinking’course for the unit of Thinking Education as a basic subject to verify the validity of the diagnostic scale developed in the preliminary test. This diagnostic scale comprises objective multiple choice questions with 5 possible answers in the areas of comprehensive understanding, creative composition, objective evaluation, and problem-solving. This study used a two-parameter logistic model of descriptive statistics, correlation analysis, reliability analysis, and item response theory to examine the correction rate, independence, reliability and question characteristics.The results of the study showed the following: First, the average score of the participants in the study displayed a low correction rate (46.3%) of 9.26 out of 20. Second, the result of the correlation analysis displayed a rather low positive (+) correlation analysis between comprehensive understanding and problem-solving between creative composition and problem-solving, as well as between creative composition and objective evaluation. However, the correlation coefficient was less than 0.4, which indicated that there is no multi-collinearity. Third, the result of the reliability analysis displayed a very low reliability due to a relatively small number of questions having a suitable item difficulty in each sub-category. Fourth, the result of the item difficulty analysis displayed 8 easy questions, 5 moderately difficult questions and 7 difficult questions. Fifth, the result of item discrimination analysis showed that there were 4 questions with item discrimination, and 6 questions with high discrimination, whereas 10 questions had no item discrimination. Based on these study results, the limitations and implications inherent in the creative and critical thinking diagnostic scale were discussed.