Divergent thinking tests are among the most popular techniques for measuring creativity. The validity evidence for DT tests, as applied in educational settings, is inconsistent partly due to different scoring methods. Although previous studies suggest that the objective percentage scoring technique might be the best candidate to score DT tests, this study provides a new perspective by exploring the reliability and validity of five scoring methods for administering and scoring two real world DT tests. The potential impact on educational research and practice is discussed in detail.